Freshford Church School

What Ofsted said

From the inspection on 29 June 2022

Freshford pupils leave the school as polite, confident individuals. Staff provide a curriculum that is challenging, exciting and varied. Pupils produce high-quality work across different subjects. They think for themselves and make deep connections in their learning. Younger pupils get off to a flying start. There is a systematic focus on learning the basics with ongoing encouragement to be independent, to problem solve and to reason. There is a clear team approach to ensure that pupils are cared for well and behave well. Any concerns, for example, about pupils not being friendly to each other or bullying are taken very seriously. Pupils are clear that they feel listened to by adults and trust them. Pupils play well together. They look after each other. Most parents are very satisfied with the school. Many describe it as 'wonderful' and 'fantastic' where their children have 'blossomed'. They praise the deep commitment and passion of leaders and staff. A few are concerned about the school's provision for special educational needs and/or disabilities (SEND). Leaders have recognised these concerns. The provision is improving.

What the school should improve

• Currently, there are aspects of the curriculum that are inconsistent or not sequenced sufficiently. This means that pupils do not systematically build the knowledge and skills in line with the school's high ambition. Leaders should continue to clarify the intent of the curriculum in line with the aspirations of the school. They should determine what pupils should know, understand and achieve by the time they leave and eliminate inconsistencies.
• Some of the processes to identify and monitor pupils' SEND are not clear enough. This means that a few parents feel that their children are not receiving what they need. Leaders should continue the work they have started to strengthen procedures and the ongoing communication with parents to consolidate a partnership approach to meeting pupils' needs.
• Too much responsibility for leadership and management falls on the headteacher. This has become particularly apparent recently and means that monitoring and ongoing improvements have been interrupted. The multi-academy trust, local board members and school leaders should continue to work together to consider how additional capacity might be achieved so that improvements are secured and well-being is maintained.

Read the full Ofsted report (opens in a new tab)