Sherston CofE Primary School

What is this page?

We are, a schools information website. This page is one of our school directory pages. This is not the website of Sherston CofE 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 Sherston CofE Primary School.

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

About Sherston CofE Primary School

Name Sherston CofE Primary School
Ofsted Inspections
Headteacher Mr Tommy Towers
Address Knockdown Road, Sherston, Malmesbury, SN16 0NJ
Phone Number 01666840237
Phase Primary
Type Voluntary controlled school
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 114
Local Authority Wiltshire
Highlights from Latest Inspection


Sherston CofE Primary School continues to be a good school.

What is it like to attend this school?

Leaders and staff are ambitious for all pupils. They place significant importance on 'learning, caring and achieving together'. Leaders expect pupils to develop the skills and knowledge they need to flourish as kind and responsible young people.

Pupils are unanimous in their view that this is a happy and safe place to learn. They appreciate how leaders listen to their ideas. Pupils say that lunchtime is much better since they requested more activities.

They enjoy the climbing area and games with the sports coaches. Regardless of age, pupils play together sensibly and cooperat...ively.

In lessons, pupils' behaviour is commendable.

They listen to adults and are keen to please. Bullying is not a problem. On the rare occasion when friends fall out, pupils use helpful strategies to resolve issues, such as 'apologising' or 'talking together'.

Pupils enjoy carefully planned opportunities to broaden their knowledge and appreciation of the wider world. Following 'world religion week', pupils have a strong understanding of acceptance and diversity. Parents and carers also value the school's work beyond the academic curriculum.

One parent told us how impressive it is that children are 'growing on a personal level', including having a 'social awareness beyond our rural community'.

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

Leaders and staff ensure that all pupils master learning to read at an early age. From the moment children start in the Reception class, they learn phonics.

Well-trained staff make frequent checks on pupils who struggle to keep up with the ambitious reading programme. They maximise time throughout the school day to give the right support to pupils who need it. Older pupils talk animatedly about their love of reading.

They are knowledgeable about their favourite authors. One pupil said, 'Reading takes you away from worries.'

In mathematics, teachers have the expert subject knowledge to challenge and extend pupils' thinking.

Pupils remember important facts that support them in lessons. For example, in Years 1 and 2, pupils apply their secure knowledge of doubling to work out problem-solving challenges. Pupils, including those with special educational needs and/or disabilities (SEND), enjoy using 'hands-on' equipment which supports their understanding of mathematical concepts.

More pupils are becoming increasingly competent mathematicians.

The geography curriculum is not as well sequenced as other subjects. Teachers have not considered carefully enough how new knowledge links to what pupils have previously learned.

In some classes, many pupils have not experienced a rich diet of geographical content over time. As a result, their understanding of complex topics, such as trade, is patchy. Leaders have plans in place to address this, but COVID-19 (coronavirus) has delayed some of their actions.

In contrast, children in Reception use a range of geographical words in their play confidently.

Leaders inspire pupils to grow into responsible citizens. They place the value of friendship and kindness at the heart of their work.

Pupils learn to 'spread kindness like confetti' by considering the impact of their words and actions on others. Older pupils say that they are confident to challenge gender stereotypes and racism. The introduction of 'worry boxes' helped many pupils overcome any anxieties about returning to school after the third national lockdown.

Pupils appreciate how staff care about their wider personal development.

Relationships between staff and pupils are based on mutual respect. Pupils show positive attitudes in lessons.

This means that interruptions to learning are rare.

Staff cater for pupils with SEND extremely well. They adapt learning skilfully to just the right level to meet pupils' needs.

Teaching assistants offer timely support while encouraging and promoting independent thinking. Consequently, pupils with SEND thrive in a supportive environment.

Governors share the ambitions of school leaders.

They receive helpful information from subject leaders to strengthen their understanding of the curriculum. They have sought external support to improve their effectiveness in holding leaders to account. Staff appreciate the ongoing support from a 'well-being' governor.

Additionally, they speak positively about how leaders consider their workload.


The arrangements for safeguarding are effective.

Staff understand how to report any concerns about safeguarding.

They know that leaders follow up such concerns appropriately and trigger the right multi-agency support if necessary. Staff, including governors, take part in regular training to keep pupils' welfare and safety at the forefront of their work. Leaders work effectively with pupils and families in need of extra help.

The school community collectively agrees that Sherston is a safe school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Curriculum leaders have not planned the content and sequencing of some wider curriculum subjects well enough. Therefore, it is not always clear what pupils should know and by when.

Leaders should ensure that staff identify, sequence and plan core knowledge carefully where subjects are less well developed, such as geography. This will ensure that pupils have the building blocks for future learning.


When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called a section 8 inspection of a good or outstanding school. We do not give graded judgements on a section 8 inspection. However, if we find some evidence that a good school could now be better than good, or that standards may be declining, then the next inspection will be a section 5 inspection.

Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will convert the section 8 inspection to a section 5 inspection immediately.

This is the first section 8 inspection since we judged the school to be good on 23 February 2016.

  Compare to
nearby schools