Roxton Church of England Academy

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About Roxton Church of England Academy

Name Roxton Church of England Academy
Ofsted Inspections
Mrs Anna Spyropoulos
Address School Lane, Roxton, Bedford, MK44 3DR
Phone Number 01234870230
Phase Academy
Type Academy sponsor led
Age Range 3-11
Religious Character Church of England
Gender Mixed
Number of Pupils 60
Local Authority Bedford
Highlights from Latest Inspection

What is it like to attend this school?

Roxton is a caring and nurturing school.

Pupils are confident, happy and proud to be themselves. They feel safe. Pupils describe their school as 'a neighbourhood where everyone can learn and grow together'.

Pupils are taught to be compassionate and kind through the school's values. These are at the heart of the school's curriculum. Leaders have created an inclusive environment.

All pupils embrace their differences and celebrate what they do well, through targeted support and extra-curricular clubs.

Pupils enjoy learning and look forward to coming to school. They appreciate the interesting learning activities that their teachers plan for them, such as... clay modelling and creating their own art gallery.

Pupils study a well-balanced curriculum. Generally, pupils are supported well. They receive the help and teaching they need to succeed in their learning.

Pupils learn how to behave in lessons. This begins from the early years. Pupils respond well to leaders' high expectations of behaviour.

Bullying is rare, as pupils know what it means to have healthy and positive friendships. They help each other to sort out any disagreements. When needed, pupils tell adults about their worries.

They trust adults to help and care for them.

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

Leaders have constructed an ambitious and wide-ranging curriculum. This sets out the skills and knowledge pupils need to be ready for the next stage in their education.

In most subjects, leaders' curriculum plans provide detail and guidance that help teachers break down important content into small steps. Teachers plan lessons that provide opportunities for pupils to revisit and practise their learning. This helps pupils have a secure understanding of important subject knowledge that underpins more-complex knowledge.

However, in a small number of subjects, leaders have not identified precisely the most important knowledge and skills they want pupils to learn at times. This means that teachers sometimes plan lessons where they try to cover too much content. Some pupils find the work too hard and struggle to remember subject-specific knowledge and vocabulary.

As a result, teaching is not consistently effective in these subjects and some pupils have gaps in their learning.

Leaders have prioritised the teaching of early reading. Pupils throughout the school are encouraged to develop a love of reading.

From early years, children are enthusiastic about retelling and recreating class texts. High-quality phonics teaching begins in Reception. Teachers identify any gaps in pupils' knowledge and make sure that pupils catch up.

Pupils develop the knowledge and skills to become fluent readers. The books they read are well matched to their reading stage, and staff support pupils to become fluent readers.

Leaders identify pupils with special educational needs and/or disabilities (SEND) quickly.

They put support in place to ensure pupils are successful in their learning. Pupils with SEND access the same curriculum as their peers. Staff are well trained to meet pupils' needs.

Pupils with SEND understand how to improve their learning. They have targets that break their learning down into small, achievable steps. This helps pupils with SEND to make strong gains in their learning.

Children in the early years benefit from a well-structured curriculum. Leaders use the environment to develop children's interests and independence through the self-selection of resources. Children learn how to listen and try their best.

Staff know children's next steps. They model how to use different vocabulary and encourage children to think more deeply through the questions they ask. Children choose the resources to help them learn confidently.

They know how to follow the rules and routines that staff expect.

Leaders and staff teach pupils how to learn successfully. Pupils learn how to make connections, persevere and work with each other.

Pupils know these skills help them to become better learners.

Pupils are proud of their school. They know what it means to be part of a community and why working together is important.

Pupils respect individual differences and diversity. Pupils learn how to look after their physical and mental health through lunchtime activities, including drama club and mindfulness colouring. Pupils experience a range of opportunities to develop their confidence.

For example, pupils take part in special assemblies, school trips and community church events.

Governors are well informed about the actions leaders need to take to improve the school. They work in partnership with leaders to make sure that the quality of education across the school gets better.

Leaders value staff members' contributions to the work of the school. Leaders consider the workload and well-being of all staff when making decisions.


The arrangements for safeguarding are effective.

Leaders prioritise safeguarding. They keep staff up to date with training. Staff spot and report concerns promptly.

Leaders and governors understand their responsibility to keep pupils safe. Leaders act upon concerns with urgency. They seek support from external agencies for pupils and families when needed.

Leaders take appropriate action to keep pupils safe. They maintain detailed records of how they keep pupils safe.

Leaders carry out all the required checks on staff.

These confirm the appropriateness of staff to work with children. Leaders focus on staff and pupils' mental health and well-being. Pupils learn how to stay safe online and when out in the community.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, leaders' curriculum plans do not precisely identify, and break down into smaller steps, the important content and knowledge they want pupils to remember. Teachers sometimes plan lessons that contain too much content and knowledge, so pupils do not learn as well as they should at times. Leaders should ensure that curriculum plans in all subjects provide sufficient detail and precision about the knowledge that pupils will learn to enable teachers to plan sequences of lessons that are highly effective in supporting pupils' learning.

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