Christ Church Church of England Controlled Primary School in Bradford-on-Avon, Wiltshire, has been recognized as a good school following its inspection on March 26 and 27, 2024. The pupils at this school exhibit happiness and pride in their educational environment, demonstrating an understanding of the school's values that promote respect and care within the community. They feel safe due to the established school rules and exhibit good behavior, which is evident from their sensible movement around the school and their good manners. The early years' children actively participate in discussions, showcasing their enthusiasm and attentiveness. While some parents have expressed concerns regarding the behavior of a few pupils, the inspection noted that the majority of students behaved well during the visit, and appropriate support is provided for those who struggle with emotional management.
The school fosters a supportive atmosphere where staff encourage pupils to strive for their best. Students trust the adults in their lives to listen and assist them, and they have access to mechanisms like 'post boxes' to express their worries. The school offers a variety of extracurricular activities, including pottery, crochet, and football, which pupils enjoy. They are also eager to take on responsibilities through roles in the eco and school improvement councils, understanding how these positions contribute to enhancing their school environment.
The new headteacher has brought stability to the school after a period of leadership changes, establishing a clear vision for pupil achievement. An ambitious curriculum has been designed to meet the needs of the students effectively. Reading is prioritized, with pupils developing a love for literature through interactions with visiting authors and participation in book clubs. Early reading instruction is effective, with staff quickly identifying and supporting pupils who may fall behind, ensuring they catch up promptly. As students progress, they demonstrate increasing fluency and expression in their reading.
Teachers effectively utilize their subject knowledge, particularly in music, where they model concepts and vocabulary, enabling pupils to articulate their understanding confidently. In mathematics, teachers employ strategies like 'flashbacks' to assess prior knowledge, helping to address misconceptions and build understanding over time. However, there are areas where checks on prior knowledge are not as effective, leading to some pupils struggling to retain what they have learned.
Most pupils with special educational needs and disabilities (SEND) learn alongside their peers, but there are instances where learning is not sufficiently adapted to meet their needs, hindering their progress. The school promotes collaboration among pupils, starting from the early years, where children learn to take turns and follow routines. Attendance is closely monitored, and the school works with families to ensure regular attendance, resulting in most pupils attending school consistently.
The school effectively supports pupils' personal development, teaching them the importance of equality and community involvement. Initiatives like supporting a local hospice and participating in programs that teach budgeting and healthy eating contribute to their character development. Governors possess a thorough understanding of the school's strengths and areas for improvement, holding the school accountable for its actions. Staff appreciate the professional development opportunities provided, which enhance their teaching effectiveness.
The safeguarding arrangements at the school are effective, ensuring a safe environment for all pupils. To improve further, the school needs to enhance the effectiveness of checks on pupils' knowledge across all subjects and ensure that learning is suitably adapted to meet the diverse needs of all pupils, including those with SEND. This will help ensure that all students progress well through the curriculum and build their knowledge over time.
