Redland Primary School

Redland Primary School is a mainstream primary school in Chippenham with 285 pupils on roll. At its May 2026 full inspection, the school was judged to be meeting expected standards in all evaluated areas, including achievement, attendance and behaviour, curriculum and teaching, early years, inclusion, leadership and governance, and personal development and wellbeing. Safeguarding standards are met. Pupils are positive, polite and well behaved, and they achieve well, particularly in reading and mathematics, with progress from starting points identified as a strength. Attendance is in line with national averages and persistent absence is low. The school's inclusive approach is a notable strength: pupils with SEND and disadvantaged pupils are well supported, and the early years provision prepares children well for Year 1. Leadership and governance are effective, with a clear vision, accurate self-evaluation and prompt action where improvement is needed. The main areas for development are in the wider curriculum and handwriting. In a small number of subjects, learning activities do not consistently secure or deepen pupils' knowledge; in history, for example, some pupils struggle to make links between different periods. The quality and fluency of some older pupils' handwriting also vary between subjects, and leaders need to ensure their handwriting approach is implemented consistently. Overall, this is a school performing at the expected standard, with strong foundations and clear, focused next steps.

Strengths

• Pupils make strong progress from their starting points, especially in reading and mathematics.
• Reading outcomes are consistently above national averages.
• Pupils, including disadvantaged pupils, are well prepared for secondary school.
• Attendance is in line with national averages and persistent absence is low.
• Pupils are polite, well mannered and behave well; bullying is rare and dealt with quickly.
• The curriculum is broad and balanced, with clear knowledge and skills from early years to Year 6.
• Phonics delivery has been improved effectively, and pupils who fall behind catch up quickly.
• Mathematics teaching is strong, with effective adaptations for pupils with SEND.
• Early years provision is ambitious; children achieve well and are prepared for Year 1.
• SEND inclusion is a clear strength, with proactive identification and effective provision.
• Disadvantaged pupils benefit from effective funding use and access to wider opportunities.
• Leadership and governance are effective, with accurate self-evaluation and prompt action.
• Safeguarding arrangements are robust and create an open culture of safeguarding.
• Personal development and wellbeing are prioritised, including a comprehensive pastoral offer.
• Pupils enjoy a wide range of clubs, trips and leadership roles.
• Staff are proud to work at the school and value leaders' consideration of wellbeing and workload.
• Parents and the community value the school's support and opportunities.

Areas for Improvement

• In a small number of wider curriculum subjects, staff do not design learning activities that secure or deepen pupils' knowledge.
• Some pupils find it difficult to make links between different periods of time in history.
• The quality and fluency of some older pupils' handwriting vary between subjects, and the handwriting approach is not yet consistently implemented.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Redland Primary School attended 94.9% of sessions (the national figure for primary schools was 94.8%). 11.2% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 0.4% of pupils at Redland Primary School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Redland Primary School had 23.3 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 0.0% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 13.7% of pupils at Redland Primary School were on SEN support (nationally 15.4%) and 2.7% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Redland Primary School received £6,349 and spent £6,890 for each of its 291 pupils. It ended the year with reserves of £6,000 (£20 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

• Primary Schools
• Secondary Schools

All schools in Chippenham · Wiltshire local authority: places and applications

What is Redland Primary School's Ofsted rating?

The latest Ofsted rating for Redland Primary School is Expected standard, from an inspection in June 2026.

When was Redland Primary School last inspected by Ofsted?

Redland Primary School was last inspected in June 2026.

How many pupils does Redland Primary School have?

Redland Primary School has 291 pupils on roll.

What age range does Redland Primary School cover?

Redland Primary School for pupils aged 4 to 11.

What are Redland Primary School's SATs (KS2) results?

In 2025, 68% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Redland Primary School?

Redland Primary School is at Brook Street, Chippenham, Wiltshire, SN14 0JE.