Old Sodbury Church of England Primary School

What is this page?

We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Old Sodbury Church of England Primary School.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Old Sodbury Church of England Primary School.

To see all our data you need to click the blue button at the bottom of this page to view Old Sodbury Church of England Primary School on our interactive map.

About Old Sodbury Church of England Primary School

Name Old Sodbury Church of England Primary School
Website http://www.oldsodbury-pri.s-gloucs.sch.uk/
Ofsted Inspections
Headteacher Ms Bernice Webber
Address Church Lane, Old Sodbury, Bristol, BS37 6NB
Phone Number 01454313682
Phase Primary
Type Voluntary controlled school
Age Range 5-11
Religious Character Church of England
Gender Mixed
Number of Pupils 99
Local Authority South Gloucestershire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils love attending Old Sodbury school. They are safe and happy. Parents describe the school as welcoming and say that their children flourish and thrive.

The school has high expectations of what every pupil can achieve. Pupils do well. They are keen to learn.

Pupils demonstrate the school values of courage, compassion and respect in their actions. They behave well and are kind to one another. Pupils are friendly and courteous.

The school has many enrichment activities to enable pupils to 'let their light shine' through. Performing arts are a particular strength of the school. Many pupils learn an instrument and take part in the choir and orchestra.
.../>The annual musical productions are eagerly anticipated. All pupils have a role to play in these, as they do in the wider life of the school. Leaders make sure that every pupil has a rich set of experiences during their time at the school.

Pupils take part in trips which broaden their experiences of the wider world. They visit local museums to enhance their learning. Residential trips and outdoor activities at school develop pupils' confidence and characters.

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

The curriculum is broad and ambitious. Staff know exactly what knowledge pupils need to learn at each stage. Pupils recall what they have learned.

They successfully build on what they know already. Consequently, their knowledge is secure. Pupils achieve well.

They produce high quality work. The school is helping pupils to improve their writing so that they can better demonstrate what they know and can do.

Staff have the subject knowledge they need to teach all areas of the curriculum.

They explain new learning clearly and expertly answer the questions that pupils have. Gaps in pupils' learning are usually identified promptly and closed. However, assessment information is not used effectively to check the impact of the curriculum.

Learning is adapted for pupils who have special educational needs and/or disabilities (SEND). This enables pupils with SEND to learn the same curriculum as their peers. Most teaching activities are well matched to the ambitious curriculum.

However, some activities are not matched well to the curriculum so they do not enable pupils to apply their knowledge or to deepen their learning well enough.

In the early years, staff make sure that all children complete the planned learning, while ensuring the curriculum develops children's interests. Children show a passion for developing their language and learning to read and write.

Staff rapidly spot signs that a child might need extra help, including those with SEND.

Staff expertly teach children to read. They provide rapid support to pupils who fall behind with reading.

Pupils read books that enable them to practise the sounds they know. Pupils become confident and fluent readers who read widely and often. Parents get helpful information about how to support their children with reading from early years onwards.

Pupils behave well. Staff use praise and rewards to remind pupils of what is expected of them. There is rarely any interruption to learning.

Pupils follow routines promptly which means that learning time is not lost. Children of all ages share playground space and equipment harmoniously.

Pupils' leadership roles build their characters and confidence.

Pupils successfully plan and lead assemblies and worship. The 'lunchtime crew' help younger pupils to play together well on the wide range of play equipment.

Pupils know that they are valued as unique individuals within the school community.

They are confident to share their own views. They listen courteously to one another and accept that other people might have different views to their own. Pupils know that people of all backgrounds and faith deserve respect.

Voting systems used within school help pupils to understand the concept of democracy from an early age.

All pupils experience a plethora of wider enrichment activities that help them to develop new talents and interests. The school is tenacious in helping every pupil to find something that they enjoy and can feel successful at.

Pupils develop their characters and understanding of what it means to be an active citizen. They contribute to the local community through events such as singing in a local residential home. Links to a school in Africa are used well to help pupils to understand the lives of children in other cultures.

Governors are knowledgeable about the school's work. They hold leaders to account while also providing support.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some foundation subjects, the impact of the curriculum is not thoroughly checked. As a result, aspects of the curriculum that could be better are not promptly identified. The school should ensure that they identify the areas of the curriculum that need further improvement.

• Teaching activities do not always help pupils to practise and secure the knowledge and skills they need. This means that some pupils do not consistently develop their understanding effectively. The school should ensure that teaching activities build knowledge and skills consistently well across the whole curriculum.

  Compare to
nearby schools