Sheldon School, located in Chippenham, Wiltshire, has been evaluated as a good educational institution following its recent inspection on March 12 and 13, 2024. The school, which operates as an academy trust, is led by headteacher Peter Lynch and overseen by a board of trustees chaired by Louise Carver. The inspection highlighted the school's strong community ethos, where pupils feel a sense of belonging and are encouraged to strive for excellence. This positive environment fosters a purposeful atmosphere conducive to learning.
The school has established clear expectations regarding pupil behavior, which are well understood and valued by both students and staff. This clarity has resulted in focused learning during lessons and appropriate conduct during social times. The school provides ample space for various activities, allowing pupils to engage in sports, socializing, and organizing events, such as charity fundraisers.
Sheldon School has made significant strides in addressing bullying and discrimination, collaborating with parents and pupils to promote equality and inclusivity. As a result, incidents of bullying have decreased, and the school responds promptly to any concerns raised by students. The range of extracurricular clubs available, including the popular Duke of Edinburgh award scheme and various interest-based clubs, enhances the overall pupil experience.
The curriculum at Sheldon School is broad and ambitious, particularly in the sixth form, where students benefit from a wide array of subjects. Teachers demonstrate a high level of subject knowledge, and students describe their learning experiences as scholarly. The school has recently focused on refining the curriculum's sequence, which has clarified learning objectives. However, some subjects still require further establishment to ensure consistency in delivery.
Despite the positive culture surrounding learning, published outcomes for pupils are currently below average, having previously aligned with national standards. The school acknowledges that the revised curriculum needs time to positively influence pupil outcomes. Teachers employ strategies to help pupils retain knowledge over time, and while many effectively check understanding, there are instances where assessment information is not utilized to address misconceptions.
Sheldon School is inclusive, with a dedicated resource base for pupils with hearing impairments. Teachers are well-informed about supporting students with special educational needs and disabilities, ensuring that these pupils receive appropriate assistance. The school actively monitors reading proficiency, providing targeted support for those needing to improve their phonics and fluency.
Since the pandemic, the school has experienced an increase in persistent absence, particularly among disadvantaged pupils. Recognizing the impact of attendance on academic performance, the school has implemented rigorous measures to address this issue, and early signs of improvement are evident.
The personal, social, and health education curriculum is comprehensive, equipping pupils with essential life skills, including financial management. The careers program offers valuable guidance, preparing students for future opportunities. Pupils take pride in their roles as ambassadors and mentors, contributing positively to the school community.
The leadership team, under new guidance, has a clear understanding of the school's priorities. However, there have been instances of isolated leadership efforts, leading to a lack of strategic data sharing. The school is working to improve this aspect to ensure cohesive leadership and informed decision-making.
Overall, Sheldon School is a good educational institution with a strong commitment to fostering a positive learning environment, promoting inclusivity, and continuously improving its curriculum and support systems.
