|Name||Rodbourne Cheney Primary School|
|Ofsted Inspection Rating||Outstanding
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||10 November 2010|
|Address||Broadway, Swindon, Wiltshire, SN25 3BN|
|Religious Character||Does not apply|
|Number of Pupils||259 (50% boys 50% girls)|
|Number of Pupils per Teacher||17.7|
|Academy Sponsor||The White Horse Federation|
|Percentage Free School Meals||22.7%|
|Percentage English is Not First Language||12%|
|Pupils with SEN Support||21.6%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the school
Rodbourne Cheney is a small primary school, serving the northern part of the town which includes a high proportion of social housing. It is federated with Moredon Primary and Nursery School and Nyland Special School. Nearly all the pupils come from White British families and a very small minority speak English as an additional language. The proportion of pupils known to be eligible for free school meals is above average. There are an average number of pupils with special educational needs and/or disabilities. There is a federated leadership team which consists of the executive headteacher, an operational headteacher in each school, a business manager, a children’s centre manager and a shared governing body. Within Rodbourne Cheney, Reception and Year 1 are organised together into a large unit. The school has achieved National Healthy School status, a gold Sing Up award and an internationally recognised award for its work with schools abroad.
The key to the success of this outstanding school is the way it promotes learning as a lifelong skill and ensures that all pupils are extremely well prepared for the next stage of their learning. In doing so the school fully meets their aims and objectives by enabling all pupils to have a ’willingness to learn’ which ’leads to success’. As the Rodbourne Cheney badge accurately depicts, it has been put safely in the hands of a more global federation which has nurtured, supported and developed it. Four years on from being a school requiring significant improvement with standards that were significantly below national averages, it has achieved a very rapid rate of development, and current standards are well above average. This has been achieved through the following features. An executive headteacher who puts quality teaching and learning at the top of her agenda and ensures that all pupils receive very well-targeted support. Teaching staff that plan memorable experiences for developing academic skills and also encourage pupils’ personal development, thus enabling them to become thoughtful and reflective young people. An Early Years Foundation Stage that provides the best start to school life. Top quality relationships with parents and carers which promote engagement in their children’s learning. Close working partnerships with other schools in the federation, specialist support from agencies and sponsorship from local companies. A highly cohesive school community that reaches out locally, nationally and globally. Highly efficient and effective use of resources across the federation. Senior leaders and managers have an accurate view of the strengths and areas for development and have successfully taken action to overcome weaknesses in provision. At the moment the school is reliant on strengths at senior level; the leadership and management skills of middle leaders are not as secure. Teaching has improved very rapidly, and a great deal is good and outstanding. The executive headteacher is acutely aware of how the few minor weaknesses in teaching should be improved to reach the next level. However, systems for record keeping about lesson monitoring do not allow efficient access for analysis, which means it is harder for a range of leaders to contribute to improvement plans for teaching. Nevertheless, action planning is clear and there is a shared commitment to maintaining the pace for further improvements. Given the track record of the leadership team, the school demonstrates a good capacity for further improvement.