Seven Fields Primary School, located in Swindon, Wiltshire, underwent an inspection on September 19 and 20, 2023. The overall effectiveness of the school was rated as requiring improvement, with the quality of education also marked as requiring improvement. However, the school demonstrated good performance in areas such as behavior and attitudes, personal development, leadership and management, and early years provision. The headteacher, Gillian Young, leads the school, which is part of the River Learning Trust, overseen by CEO Paul James and chaired by Kirsten Robinson.
Pupils at Seven Fields Primary School enjoy their time at the school and appreciate the school’s values, which promote kindness and resilience. Parents express positive sentiments about the school’s community feel. Despite these positive aspects, the quality of education is not yet satisfactory, as some subjects do not facilitate effective learning. The curriculum's implementation does not sufficiently support pupils in retaining knowledge over time.
Recent improvements in pupil behavior have been noted, with a decrease in suspensions and a sense of safety among students. They maintain trusting relationships with adults and feel supported in sharing their concerns. The structured routines in place, particularly in the early years, contribute to a positive learning environment. Pupils also engage in various extracurricular activities, such as performing arts and sports, which enhance their school experience and foster a sense of pride and responsibility.
The school has a clear vision for pupil achievement, and with the trust's support, it is making strides in improving early years education and reading. However, the full realization of this vision is still in progress. While the curriculum outlines what pupils need to learn, its execution does not yet allow for adequate knowledge building across all subjects.
Reading is prioritized, with staff receiving training to effectively teach phonics. Children begin phonics instruction early, and the alignment of books with phonics lessons helps build their confidence. Support is provided for pupils who fall behind, ensuring they can catch up quickly. As pupils advance, they read a variety of texts with increasing proficiency.
The mathematics curriculum is well-structured, starting in the early years and effectively developing children's mathematical vocabulary. However, in other subjects, the curriculum's implementation is less effective, leading to gaps in knowledge. For instance, in computing, while pupils can recall online safety information, they struggle to connect it with previous learning about data logging and programming, hindering their overall skill development.
The school is committed to supporting pupils with special educational needs and disabilities (SEND), with systems in place to identify their needs. However, some staff do not consistently adapt learning to meet these pupils' requirements, which affects their progress. Additionally, attendance remains a challenge for some pupils, impacting their learning experience.
Pupils demonstrate positive attitudes towards learning, moving calmly around the school and engaging well with peers. The school is actively working to improve attendance by understanding the reasons behind absences and emphasizing the importance of regular attendance.
The school effectively supports pupils' personal development, teaching them the values of loyalty, respect, and support in friendships. They learn about fundamental British values and engage in charitable activities, fostering a sense of community responsibility. The trustees and local governors are ambitious for the school, holding leaders accountable for their actions. Staff feel supported and valued, contributing to a positive working environment.
The safeguarding arrangements at the school are effective, ensuring a safe environment for all pupils. The inspection highlighted the need for the school to fully implement the curriculum in foundation subjects and to enhance support for pupils with SEND. Continued efforts are necessary to improve attendance rates among persistently absent pupils, ensuring all students can benefit from the educational opportunities provided.
