|Address||Stanley Lane, Chippenham, SN15 3XB|
|Religious Character||Does Not Apply|
|Number of Pupils||937 (51.2% boys 48.8% girls)|
|Number of Pupils per Teacher||18.0|
|Percentage Free School Meals||14.3%|
|Percentage English is Not First Language||3.5%|
|Pupils with SEN Support||7.8%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (15 March 2017)
Note: There may have been more recent inspections, since 15 March 2017, such as monitoring visits or short inspections. For details of all inspections, please see above.
Information about this school
The school is smaller than the average-sized secondary school. The proportion of pupils who have special educational needs and/or disabilities is broadly average. The proportion of pupils supported by pupil premium funding is well below average. Nine out of 10 pupils are of white British heritage. There are few from minority ethnic groups and a few speak English as an additional language. Abbeyfield uses several providers to deliver an alternative curriculum for a small number of pupils who find mainstream school life challenging. The school meets the government?s current floor standards, which set the minimum expectations for pupils? attainment and progress by the end of Year 11. The school meets requirements on the publication of specified information on its website.
Summary of key findings for parents and pupils
This is a good school Excellent leadership over the last three years has led to significant improvements in the standards pupils achieve. The headteacher has created a culture of success that parents, pupils and staff all support. As a result of this shared vision, improvement is rapid and sustained. Leaders have created a school community which welcomes everyone and encourages them to succeed. Provision is made to meet the needs of all pupils. Pupils, including those who have special educational needs and/or disabilities, are now making good progress from their starting points in a wide range of subjects. Pupils achieve good results in ?the basics? of English and mathematics. In 2016, over four out of five attained a GCSE grade C or better in both. This is well above the national average. Disadvantaged pupils make good progress from their starting points across a broad range of subjects. They achieve results which are similar to other pupils nationally. Students achieve well in the sixth form as a result of strong teaching and effective support from staff. Teaching is effective because pupils are set appropriate work that allows them to achieve challenging targets. Teachers are careful to ensure that pupils know how to improve their answers. Most pupils respond well and so their work improves. Governors are very knowledgeable about the school. They ask searching questions of school leaders and hold them to account well. Behaviour is outstanding, both in lessons and at breaktimes and lunchtimes. Pupils are respectful to each other and to adults. Their relationships with teachers are very strong. Pupils are friendly and welcoming and they are tolerant of those who are different from themselves. Most pupils have good attitudes to learning. They complete their work diligently and are keen to make progress. However, a minority give up too easily. Progress is sometimes slowed in a few subjects because teaching is not sufficiently challenging or engaging. Leaders understand that in order to improve outcomes further, teaching and learning must be consistently strong in every subject.