Chipping Campden School

What Ofsted said

From the inspection on 13 May 2025

Pupils at this school are happy and feel a strong sense of belonging. The school has high expectations of pupils' behaviour and conduct and, most of the time, pupils meet these expectations. The school's values are widely understood by pupils and students in the sixth form. Sixth form students are extremely proud of their school and demonstrate exceptionally positive attitudes towards their learning. Pupils benefit from a broad and ambitious curriculum. They value the range of subjects available to them in key stages 4 and 5. Each subject is well-planned and, most of the time, the curriculum is delivered effectively. The school expects pupils to achieve highly and many achieve well. In the sixth form, students develop strong independent learning skills. The school provides an extensive range of enrichment opportunities, including in sports and performing arts. There are also many smaller clubs and activities, some of which are led by pupils and sixth form students. Student leaders take their responsibilities seriously. The school's four 'ministries' help to promote an understanding of important issues such as sustainability and inclusivity. The recently reinvigorated house system provides a myriad of opportunities for pupils to participate events and take pride in the school's long history and heritage.

What the school should improve

• The implementation of the curriculum is not consistently effective. Sometimes, staff do not utilise the most effective pedagogical tools to check and deepen pupils' understanding. This means that some pupils, including those who are disadvantaged, do not achieve as well as they could. The school should ensure that staff consistently use effective teaching approaches. In addition, they must monitor the implementation of the curriculum more closely, so that trustees also have a strong oversight of the curriculum, and more pupils achieve highly.
• Occasional instances of poor behaviour are sometimes not addressed quickly enough in lessons. While there is a clear system to manage low-level disruption, the system is not used consistently well. This means that, at times, a small minority of younger pupils continue to disrupt learning and this frustrates their peers. The school should provide more clarity to staff about how to manage low level disruption in lessons, so that learning is not disrupted.

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