Bishops Cannings Church of England Primary School

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About Bishops Cannings Church of England Primary School

Name Bishops Cannings Church of England Primary School
Ofsted Inspections
Headteacher Miss C A Vardy
Address The Street, Bishop’s Cannings, Devizes, SN10 2LD
Phone Number 01380860633
Phase Academy
Type Academy converter
Age Range 2-11
Religious Character Church of England
Gender Mixed
Number of Pupils 234
Local Authority Wiltshire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils love being part of Bishops Cannings Primary School. They are proud of the school and its community.

The school's values are an integral part of the day-to-day interactions between adults and pupils. 'Treat others as you want to be treated' is a golden thread that runs throughout the school. As a result, pupils are happy and feel safe.

Adults have high expectations of pupils. Pupils respond well to these. As soon as children join pre-school, routines are well established and followed.

Older pupils are very polite and well mannered. They hold doors open for adults and welcome visitors to their school. Relationships between adults and pupils are positive ...and respectful.

During social times, pupils of all ages play together. Playtimes and lunchtimes are harmonious and enjoyable for all.

Pupils grow in character.

They enjoy the plethora of opportunities they have to go on school trips and be responsible citizens. This helps them to deepen their learning across the curriculum. Pupils particularly enjoy collecting eggs from the school's chicken coop.

Pupils and parents value opportunities to develop pupils' wider experiences, including visits to the theatre and the Victorian art museum.

What does the school do well and what does it need to do better?

Leaders, including trustees and governors, are aspirational for all pupils. They have designed an ambitious and broad curriculum.

In many subjects, leaders have identified the important knowledge they want pupils to know and remember over time. This helps pupils to build knowledge well. In a few subject areas, leaders are yet to outline the important knowledge pupils must remember and by when.

Reading is a priority. This begins in pre-school where there is a strong focus on developing language and vocabulary. This sets children up well for Reception Year.

Children grasp phonic knowledge quickly. Those in the early stages of reading learn to read sounds and build words well. Adults make sure that the books pupils read match the sounds they know.

This develops their fluency and confidence. Teachers assess pupils' understanding regularly. They make sure that pupils who need help to keep up with the phonics programme receive appropriate support.

Older pupils enjoy reading. They talk confidently about their favourite books and authors.

In mathematics, staff follow a well-designed curriculum.

From Reception Year, children are fluent in their understanding of number and counting. As pupils get older, they build on this and are proficient at recalling times tables and number bonds. This helps them to solve more complex mathematical problems.

For example, pupils solve money problems using their knowledge of addition and subtraction. Pupils with special educational needs and/or disabilities learn alongside their peers. They are ably supported by adults and additional resources when needed.

Some areas of the curriculum are further developed than others. In art, leaders have identified the knowledge and order in which they want pupils to learn. This means that pupils build a depth of knowledge over time.

For example, pupils confidently blend colour when using pastels, because they practise several techniques. Pupils can use technical vocabulary accurately. However, in some wider curriculum subjects, this is less well developed.

In design and technology, pupils have gaps in what they know and do not fully understand some of the methods they have used when working with textiles. Leaders do not yet have an accurate understanding of what pupils know and remember or any gaps they may have.

Pupils' personal development is well supported.

Extra-curricular clubs go beyond the school gate. Leaders work closely with local secondary schools to enhance pupils' opportunities and broaden their experiences. Pupils are fully inclusive.

They accept everyone as individuals and are respectful of different faiths and cultures. Pupils learn about different types of relationships. Older pupils speak with maturity about this.

Pupils learn what it means to be a responsible citizen. They talk positively about the many community events they lead, including the 'big soup' event.

Pupils move around the school in a calm and orderly way.

They show positive attitudes to learning and are keen to actively participate in class. Pupils recognise that some of their peers need additional support to manage their feelings and behaviour.

Governors and trustees provide support and challenge for leaders and staff in equal measures.

Staff feel valued by leaders. They appreciate the understanding and support leaders give to their workload and well-being.


The arrangements for safeguarding are effective.

There is a strong culture of safeguarding. Leaders make sure that all adults are well trained to identify a potential concern. They know to report it immediately.

Leaders make sure that any concerns are followed up in a timely manner. Where needed, they secure additional support for pupils and their families.

Pupils learn how to keep themselves safe, including when using the internet.

They know how to manage any conflict face to face and online. Pupils are confident that adults will help them if they have a concern.

The school has suitable policies in place to raise awareness among staff and parents about the dangers of sexual harassment, online sexual abuse and sexual violence.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few wider curriculum subjects, leaders have not precisely identified the important knowledge that pupils need to learn. This means that pupils do not build their knowledge well over time. Leaders need to ensure that all subjects identify the key knowledge they want pupils to learn and by when.

• Leaders do not have an effective assessment system in some wider curriculum subjects. This means that they do not have a clear understanding of any gaps in pupils' knowledge. Leaders need to develop a proficient assessment system so that gaps in pupils' knowledge can be addressed.

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