Boddington Church of England Voluntary School, located in Upper Boddington, Daventry, Northamptonshire, has been recognized as a good school following its inspection on September 22, 2021. The school is characterized by a close-knit community where everyone knows each other well, contributing to a friendly and safe environment for pupils. Students express happiness and a sense of security, with bullying being exceptionally rare. When issues arise, pupils feel confident that the adults in the school will assist them in resolving their concerns.
The adults in the school serve as excellent role models, instilling values of respect and kindness among pupils. The school community, including staff, parents, and carers, describes the school as a family. Leaders are dedicated to ensuring that every child develops the necessary characteristics for learning and success, while also encouraging pupils to positively impact their communities. The school’s ethos is centered around acts of service, with pupils taking on responsibilities such as helping during lunchtimes and participating in collective worship. Leadership roles, such as head boy or head girl, are highly valued by pupils, who take their responsibilities seriously.
The curriculum at Boddington School is broad and challenging, designed to engage pupils in their learning. Leaders have carefully considered how to deliver the curriculum effectively in mixed-age classes, with plans outlining essential knowledge for all subjects and year groups. However, there is a need for improvement in clearly indicating when key knowledge should be taught throughout the school year.
The school employs a well-structured early reading program, enabling pupils to quickly learn sounds and letters through daily phonics lessons. Regular assessments ensure that no pupil falls behind, and additional resources are provided for those who struggle with reading. The promotion of a love for reading is evident, with adults recommending books and reading to pupils daily, fostering enthusiasm for storytime.
In mathematics, the curriculum is sequenced to build on prior learning, and teachers are well-trained to deliver the content effectively. Assessment practices are utilized to reinforce understanding, resulting in confident mathematicians who approach challenges with a positive attitude. However, in foundation subjects like religious education, effective assessment procedures are still under development, which may hinder pupils' depth of understanding.
The school excels in supporting pupils with special educational needs and disabilities, with prompt identification and tailored support plans in place. Leaders collaborate closely with parents and external agencies to ensure that all pupils receive the necessary assistance.
Boddington School offers a variety of activities to support pupils' broader development, teaching them about health and safety. Enrichment opportunities, such as trips and guest speakers, enhance the curriculum. Leaders are also working to ensure that pupils gain an understanding of the diverse nature of modern Britain, although this aspect of the curriculum is still in its early stages and requires more coherent planning.
The safeguarding arrangements at the school are effective, with a culture of vigilance among staff. Appropriate training ensures that staff are aware of potential risks and understand the importance of reporting concerns. Governors are knowledgeable about their safeguarding responsibilities, contributing to a safe environment for all pupils.
To improve, the school needs to refine its curriculum plans for foundation subjects to clarify the sequence of teaching and develop a consistent assessment approach. Additionally, a strategic plan is necessary to enhance the promotion of diversity within the curriculum and personal development offerings, ensuring that pupils are well-prepared for life in modern Britain.
