Tadpole Farm CofE Primary Academy

About Tadpole Farm CofE Primary Academy Browse Features

Tadpole Farm CofE Primary Academy

Name Tadpole Farm CofE Primary Academy
Website http://www.tadpolefarmcepa.co.uk
Ofsted Inspection Rating Good
Address Greene Street, Tadpole Garden Village, Swindon, SN25 2QS
Phone Number 01793729740
Type Academy
Age Range 3-11
Religious Character Church of England
Gender Mixed
Number of Pupils 472 (53.2% boys 46.8% girls)
Number of Pupils per Teacher 22.4
Academy Sponsor Diocese Of Bristol Academies Trust
Local Authority Swindon
Percentage Free School Meals 10.8%
Percentage English is Not First Language 18.8%
Persisitent Absence 6%
Pupils with SEN Support 19.7%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (17 May 2017)
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Information about this school

Tadpole Farm CofE Primary Academy opened in September 2014. Initially, it only admitted children into the early years and currently has pupils up to Year 2. In September 2017, in addition to Year 3 pupils, the school will be admitting pupils into Year 4 and Year 5. The school is a member of the Diocese of Bristol Academies Trust. Local governance is undertaken by the local governing board. The majority of pupils are White British and the proportion who speak English as an additional language is below the national average. The proportion of disadvantaged pupils supported through pupil premium funding is well below the national average. The proportion of pupils who have special educational needs and/or disabilities is well below the national average. The proportion of pupils with a statement of special educational needs or an education, health and care plan is in line with that found nationally. The school provides a breakfast club and an after-school club as well as a wide range of extra-curricular clubs for pupils. The school met requirements on the publication of specified information on its website by the end of the inspection. The school complies with Department for Education guidance on what academies should publish.

Summary of key findings for parents and pupils

This is a good school The principal has demonstrated relentless drive and ambition in creating a new school. She has skilfully built a team of staff which is focused on enabling pupils to achieve well. Leaders, governors and teaching staff have a shared vision for the school and its further expansion. There is an effective plan in place for the opening of key stage 2 classes in September 2017. The quality of teaching, learning and assessment is good. Consequently, pupils are making good progress in reading, writing and mathematics. The quality of pupils’ writing is, however, sometimes reduced by an insufficient focus on the development of basic skills. Children get off to a good start in the early years. They make strong progress in both the Nursery and Reception classes. This ensures that they are well prepared for the demands of key stage 1. Pupils behave very well in lessons and around the school. They treat each other and adults with respect and are proud to be pupils at Tadpole Farm. School staff, including the principal, know the pupils extremely well. They provide strong pastoral support and this is appreciated by a large number of parents. Opportunities for spiritual, moral, social and cultural development are extensive. Pupils have a strong understanding of values, for example service, tolerance and respect. They know how these can be applied to life both in and outside of school. The Diocese of Bristol Academies Trust provides strong strategic direction. It has an in-depth knowledge of the school and holds leaders firmly to account. The local governing board is developing its skills, but is not yet providing sufficient levels of challenge. Leaders have an accurate picture of the school’s strengths and areas for improvement. However, at times, development planning does not accurately focus on the impact actions are having upon the outcomes of key groups of pupils. The school recognises that, as it grows in size, the capacity of middle leadership needs further strengthening in order to reduce the number of responsibilities currently held by the principal. Safeguarding is effective. Systems are strong and leaders work well with a range of external agencies to ensure that pupils are safe. Pupils have a good understanding of how to stay safe online.