Chipping Sodbury School

Highlights from Latest Inspection

What is it like to attend this school?

Chipping Sodbury is a nurturing and inclusive school. There are strong relationships between staff and pupils. Pupils enjoy school and feel safe.

Parents agree that staff will go the 'extra mile' for pupils.

Leaders have high expectations for every child. The school's core values, such as responsibility and aspiration, run through all aspects of school life, for example in the school's 'Life' lessons or through the texts chosen for the 'Literacy Legends' reading sessions.

Pupils are well prepared for their next steps in education or employment.

Most pupils show positive attitudes towards their learning. However, a minority of pupils display disruptiv...e behaviour in lessons.

Pupils say that bullying is rare. If incidents do occur, they have confidence in staff to resolve them. There are, however, some incidents of derogatory language between pupils.

Pupils benefit from a wide extra-curricular offer. This includes trips, such as a recent one to New York for students in the sixth form. Some pupils make contributions to school life through being a member of the senate council or as a learning mentor in the sixth form.

Other pupils choose to be a mental health ambassador, for which they receive appropriate training.

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

Since the previous inspection, leaders have made significant improvements to the curriculum offer. It is now broad and ambitious for all pupils, including those with special educational needs and/or disabilities (SEND).

Students in the sixth form value the wide and varied choice of courses available to them. Leaders have a clear vision for the curriculum, which has been shared with all stakeholders. In most subjects, the knowledge pupils need, and the order in which they will acquire it, has been carefully considered.

However, in some subjects, long-term planning is not detailed enough.

Teachers demonstrate strong subject knowledge. Teachers' use of assessment, across the curriculum, is used effectively in order to track what pupils know and can do.

Teachers use this information to inform the next steps for pupils. Overall, pupils demonstrate that they understand important knowledge. However, some pupils find it difficult to remember this over a longer period of time.

Pupils in the 'Access Centre' benefit from a curriculum that is well suited to their needs. Across the wider school, pupils with SEND are well supported by staff. There has been a recent change in the special educational needs and/or disabilities coordinator, but leaders have ensured a smooth transition for pupils, staff and parents.

Pupils who are at the early stages of learning to read receive the support they need. This allows them to catch up with their peers quickly and follow the wider curriculum successfully.

Most pupils enjoy their lessons and listen attentively to staff.

However, a minority of pupils are removed from lessons due to persistent disruptive behaviour. Leaders have recently introduced a new approach to managing any unacceptable learning behaviours. This is starting to show some early impact.

Parents appreciate that they feel more informed about the learning attitudes of their child. Pupils move around the school site calmly and sensibly. They interact positively with their peers during social times.

Pupils are respectful of the environment.

Pupils benefit from a well-planned curriculum to support their personal development. They learn about topics such as consent, maintaining a healthy lifestyle and road safety.

Pupils are taught about different beliefs and cultures. This prepares them well for living in a diverse society. The pastoral programme supports pupils to learn about British values, such as democracy.

There is an effective careers programme in place for pupils in Years 7 to 13. Students in the sixth form are very positive about the careers advice and guidance they receive. Leaders consider the interests and needs of individual students.

This means they provide the most appropriate support. The school meets the requirements of the Baker Clause.

There has been a significant strengthening of the effectiveness of governance.

Members of the local governing body, trustees and trust leaders now apply greater challenge and hold leaders to account. The trust has provided a range of effective training opportunities for governors and the wider staff body. The impact of these can be seen in policies and practices across the school.

Those responsible for governance take their responsibility for staff workload seriously. Most staff agree that leaders take positive steps to reduce their workload. They say that their well-being is considered when changes or new initiatives are introduced.

Safeguarding

The arrangements for safeguarding are effective.

Leaders quickly identify pupils who need additional help or support. They work effectively with external agencies when required.

This secures the help that pupils need.

There are robust processes in place for the safe recruitment of staff. Leaders ensure that all staff and governors receive appropriate safeguarding training.

As a result, staff are confident in how to report any concerns.

Through the curriculum, pupils receive clear guidance about how to keep themselves safe. This includes online safety.

They know where they can go for further support. There are appropriate school-wide policies in place to recognise and tackle any harmful sexual behaviours.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the knowledge that pupils need to learn over time is not planned in sufficient detail.

As a result, pupils cannot always build effectively on what they already know. This can lead to gaps in their knowledge. Leaders should ensure that the core knowledge pupils need to learn is explicit in all subjects of the curriculum.

• A minority of pupils do not show a positive attitude to learning. This causes disruption to their learning and that of others. Leaders should ensure that they review the impact of behaviour systems and ensure that all staff implement them consistently.

Also at this postcode