Rowde CofE Academy

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About Rowde CofE Academy


Name Rowde CofE Academy
Website http://www.rowde.wilts.sch.uk
Inspections
Ofsted Inspections
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.
Address High Street, Devizes, SN10 2ND
Phone Number 01380723991
Type Academy
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 133 (59.4% boys 40.6% girls)
Number of Pupils per Teacher 27.0
Academy Sponsor Acorn Education Trust
Local Authority Wiltshire
Percentage Free School Meals 19.50%
Percentage English is Not First Language 1.4%
Persistent Absence 6.6%
Pupils with SEN Support 16.3%
Highlights from Latest Inspection
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.

Summary of key findings for parents and pupils

This is an inadequate school Over time, leaders and governors have not taken swift action to improve teaching, learning and assessment.

As a result, pupils' progress is weak in key stage 2 and standards are below those of other pupils nationally, especially in mathematics and reading. The curriculum for reading and mathematics does not develop the skills pupils need for the next stage in their education. British values are not promoted consistently and pupils are not prepared well enough for life in modern Britain.

Governors do not have a full enough understanding of the school's performance to enable them to carry out their roles. They do not hold leaders to ...account effectively about why pupils are not making better progress. Teachers do not have clear guidance and appropriate challenge to enable them to improve their practice.

Consequently, teaching is not effective enough to ensure that pupils make progress. Too often, the most able pupils are not stretched sufficiently to develop their thinking and very few reach higher standards. Repeated changes of leadership have slowed improvement.

Middle leaders have had insufficient opportunities to work alongside colleagues to improve teaching. Leaders at all levels do not monitor teaching rigorously enough to be able to tackle weaknesses. Additional funding is not used effectively.

As a result, disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND) are not making sufficient progress. Behaviour is not managed consistently well. Current strategies are not reducing the high number of incidents of poor behaviour.

Some staff members do not have confidence in leaders to support them in managing serious behaviour incidents. Leaders have not promoted a strong culture of safeguarding. Procedures are often not tight enough to ensure the safety of pupils at all times.

Leaders have not been effective enough in communicating to parents and carers how well their children are doing and involving them in their children's learning. The school has the following strengths Leaders have an accurate view of pupils' achievement and are starting to implement improvements. The Reception class provides children with a positive start to their education.

Information about this school

This school is smaller than the average-sized primary school. The majority of pupils are of White British heritage. Pupils are organised in seven classes, one per year group.

The proportion of pupils with SEND with is broadly average. The proportion of disadvantaged pupils is below average. Breakfast and after-school clubs are managed each day by the school, known as the Rascals.