Cheddington Combined School

Highlights from Latest Inspection

What is it like to attend this school?

Cheddington is a happy school, which is full of joy and laughter. Pupils arrive at school each morning excited to find out what the day has in store for them. Pupils' attendance is, therefore, high.

Pupils routinely demonstrate the values of honesty, excellence, appreciation, respect and teamwork, which sit at the heart of the school. They get on well with each other. High expectations for behaviour permeate the school.

Pupils behave well.

The school is highly ambitious for what pupils can achieve. Pupils benefit from a good quality of education.

Pupils follow a curriculum that is exciting and engaging. They soak up what they learn. Pupils are curiou...s.

Opportunities for them to think hard in lessons are plentiful. Staff are adept at deepening pupils' knowledge so that they know more about the different subjects they learn.

Pupils' personal development is exceptional.

This is a school where pupils lead the way. They make a difference to the school and wider community. They use their initiative and come up with different roles they would like to carry out.

For example, pupils recently asked to become librarians. Similarly, pupils are keen to suggest new clubs, such as guitar club, which has become popular.

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

Pupils get so much more than an academic education at Cheddington.

Everything the school does is designed to help pupils become well-rounded, articulate citizens of the future. From an early age, children learn to appreciate the impact they themselves can have on others. An exceptional personal development programme leaves no stone unturned.

Pupils develop a deep understanding of many important issues, such as respect, equality and equity. Importantly, they learn to understand what makes a healthy relationship, why their bodies change and about how to manage transitions successfully. A precisely planned schedule of clubs, trips and events provides every pupil with a world of opportunity.

School trips are precisely linked to the curriculum, for example a recent visit to a Roman museum supported pupils with their learning in history. Pupils also demonstrate impressive talent in the performing arts. During rehearsals for the school play, their acting, singing and dancing skills were clearly evident.

Such opportunities help pupils to develop confidence, creativity and the ability to perform as part of a team.

Equally important is the development of life skills, such as reading and writing. Children learn to read as soon as they start in the early years.

Staff make careful checks on the sounds children know. Any children needing extra support receive it quickly so that their confidence does not wane. Reading across the school is high profile.

Pupils read a wide range of books. Pupils become proficient writers.

The curriculum provides the important foundations for children as they move through the Reception Year.

The experiences in the early years ensure that children develop communication and language, physical and personal, social and emotional skills. Children learn to appreciate the importance of numbers. They develop their mathematical understanding.

However, the activities children undertake in the early years setting are not always successful in helping them to achieve the intended learning. This means that some children do not learn as well as they could. As a result, some children develop gaps in their learning.

Children are generally ready for key stage 1 and beyond. Throughout key stages 1 and 2, there is a clear sense of the knowledge, skills and vocabulary that pupils will learn. A great deal of care and attention have gone into mapping out what pupils should learn in each subject and when.

Teaching is generally skilful. Staff have a good understanding of the subjects they teach. This is well supported by helpful information and guidance they receive.

Lessons are structured in a way that ensures that pupils' knowledge and understanding build. Pupils' needs are identified accurately. This includes pupils who have special educational needs and/or disabilities (SEND).

Staff check pupils' learning carefully. They tailor learning to meet pupils' individual needs. However, sometimes the tasks which pupils complete are not matched precisely enough to pupils who have SEND.

This means that sometimes pupils develop gaps in knowledge. Overall, pupils recall what they have learned with ease. They achieve well in national tests at the end of Year 6.

The school's leadership is exemplary. Everyone who holds a leadership position, including governors, has a clear role which they carry out effectively. Since the last inspection, the school has undergone a rapid and sustained period of improvement.

This is largely due to the strong and decisive leadership now in place, which has brought about significant change. Highly ambitious leadership ensures that the school never stands still. A precise understanding of its strengths and priorities for development ensures continual improvement at pace.

Staff benefit from a meticulously designed programme of professional development. As a result, staff feel valued and are supported well with workload and their well-being.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The activities provided for children in the early years are not always effective in helping them achieve the intended learning. As a result, some children develop gaps in their understanding and do not learn as well as they could. The school should ensure that the design of tasks promotes children's learning effectively to support them to achieve highly.

• There is variability in how well staff adapt learning and provide precise support to meet the individual needs of pupils with SEND. As a result, some pupils develop gaps in their learning. The school should ensure that staff know how to adapt learning and provide targeted support more consistently, so that pupils with SEND are better supported to achieve well.

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