• In December Ofsted Inspectors categorised Rode School as 'Outstanding'. Our report states that 'This has come about through a creative curriculum and excellent and confident teaching. Consequently, pupils achieve exceptionally well, reaching very high standards and are extremely well prepared for their future lives. We are delighted that our creative approach to education has been recognised as giving our children the very best start in life. One parent summed up the thoughts of many when she noted, 'This is a forward thinking school, not afraid to be different. Learning comes alive!'
• In March SIAS inspectors commented, 'The glorious thing about Rode is that it has a very distinct Methodist philosophy that shines through in all aspects of life in the school. Children experience this as a place where they have good friends and caring adults around them...This encourages children to be open and explore concepts and issues for their own sake in an inclusive environment that values both the individual and diversity.' Again we were described as 'Outstanding'.
• To find out more go to http://www.rodeschool.co.uk

What are we trying to improve?

PRIORITIES for 2009-10

We have identified three main priorities areas for the coming year and beyond:

• to establish a dynamic curriculum - where children learn through an innovative, fun, creative, global curriculum.
• to nurture our school capacity to reflect on and improve our practice.
• To become an Eco-school, developing the theme of sustainability within our curriculum, our environment and our community.

We will to share these three priorities through our whole school community and keep them as a focus of our development.
Governor working parties will provide a coherent concept plan for the development of our buildings and our environment (ES). Our SIG will, in addition, begin to research into Community Cohesion as a priority for 2009/10, beginning with the formulation of a Single Scheme for Equality, which includes race, religion, disability, gender and community cohesion.

How have our results changed over time?

Standards in reading, writing, maths and science have been well above average for several years. There are variations year on year due to the small numbers of children in each year group, whereby one child may count for as much as 12% of the total score. However, pupils' achievements are good, with the majority of pupils, including higher attainers, making good progress. We always set realistic yet challenging targets, in the core subjects, for all our children.

In 2009 we can report:

• In Key Stage 1 good results for reading, writing and maths for girls and boys, with almost all children meeting or exceeding their targets. 36% achieved level 3+. (Nationally only 26% of children achieved level 3+.). Good progress was made by all including more able and those with special educational needs.
• In the Foundation Stage (Reception) all of the children made outstanding progress against all the Early Learning Goals. Progress was slightly higher than last year but not significantly so.
• The results in year 4 continue to be good especially in reading and maths with many children achieving Level 4 - the national expectation for children in Year 6.

We are very proud of our children, our staff and our school community.

How are we making sure that every child gets teaching to meet their individual needs?

• Last year we introduced a new target setting system which encouraged children to become more fully engaged with their learning. This has proved to be motivational and successful. In addition whole school targets have enabled staff to focus on individual needs, highlighting areas for improvement and identifying next steps for learning.
• Termly assessment in maths and literacy also highlights progress made and identifies any cause for concern. Intervention activities are planned wherever necessary.
• Data analysis enables individual children to be tracked as they move through school. If the rate of progress for individuals falls below expectations interventions are put into place, these might include one to one support, small group support, booster classes or parental support.
• Gifted and talented children are also identified and extension opportunities provided.
• In the Reception class individual learning diaries show progress against the Early Learning Goals as well as next steps.
• Our Special Needs Coordinator, Assessment Coordinator and Class teachers, working together, identify children who require Individual Action Plans.
• Wherever appropriate outside agencies are contacted for additional support and advice.

What have pupils told us about the school, and what have we done as a result?

We have a great deal of evidence to support how much children enjoy our school. Evaluations and questionnaires show that children enjoy their learning and feel challenged by their work. One child who left recently described our school as a 'Happy place to learn'. Pupils particularly like the enrichment and creativity brought to the school through experts in the fields of drama, art and music. Children talk with enthusiasm about what they do and that they feel supported in their learning by the staff who they like and trust.

Pupil consultation has resulted in the establishment of our School Council, the development of sport in school, the choice of after school clubs and the production of our school magazine. In addition children chose who amongst our creative community they would like to work with to make our performance, 'Dream All About it' at the Merlin Theatre in Frome, an extra special event.
Indeed childrens views are integral to our decision-making process, making school improvement child-led.

How do we make sure our pupils are healthy, safe and well-supported?

In December 2008 Ofsted graded Rode pupils' personal development and well-being as outstanding. 'Local community gardeners and cooks have helped pupils develop fully their excellent understanding about healthy living. Activities include using an allotment, growing, cooking and eating vegetables, as well as selling some at the school fair. At lunchtime, one pupil remarked about his balanced packed lunch explaining how he needed calcium to help grow healthy bones...The pastoral care, guidance and support pupils receive are excellent...All this leads to pupils' excellent understanding of safe practices. Pupils are encouraged to be independent and to take risks within a safe environment.

We have continued to focus on these important issues by:

• The employment of professional PE coaches to ensure that every child enjoys 2 hours of high quality PE a week. (NB our football team, which included both boys and girls from Y1 - 4 came 3rd in a local league - the highest position for a small school).
• We enjoyed our harvest festival at a local farm. This was followed by a harvest lunch of soup and bread prepared for our parents and friends by the children.
• We track children's progress and providing effective support whenever it is needed.

What activities and options are available to pupils?

'The outstanding curriculum is based on giving pupils a wealth of different experiences and ensuring they see a real purpose to what they are learning.' (Ofsted 09). Our SIP has also noted in her Annual Report 'The new curriculum is well planned, uses visits and visitors to root learning in reality. There are many links to 'the arts' and in particular the use of media arts. The end goal was a whole school drama production that was of the highest quality. The production brought together all the topics of the year, all the children, and many of the extra-curricular interests in the school. The use of several artists, a drummer, a dancer and media arts specialist drew out ideas from the children and ensured they had ownership of the end product. Provision in the Foundation Stage is outstanding and in particular the use of the outside classroom...' Another project this year involved the introduction of a high quality bi-annual school magazine, Quackers. 'The spin offs include increased confidence and a sense that their ideas, lyrics and compositions are respected and quite often used.' (see SIP report to Governors 2009)

How are we working with parents and the community?

Our SIP has commented in her annual report, 'The school is at the forefront of research in writing and writing attitudes and is continually seeking to develop its curriculum and community involvement. Artistically it is a centre of excellence.' Our parents and community are at the heart of this success. We are particularly proud of our parents and community members who

• edit and publish our school magazine, Quackers
• inspired and produced our whole school production 'Dream All About it'
• raise funds in a fun and innovative way to pay for all our Creative Partners and School Improvement Projects
• run Rode Mother and Toddler group who meet each week in our school hall
• learn with us during out information evenings informing our community of curriculum developments
• monitor and help lead our school through our innovative Governing Body
• encourage collaborative research through our Frome CLP schools
• invite us into their farms, churches, chocolate factory (!) and allotments
• support us in all we do
• and support their children so enthusiastically with their learning.

What do our pupils do after leaving this school?

In July 2009 all but two of our Year 4 children transferred to either Selwood or Oakfield Middle Schools in Frome. Two children went to King Edward's Independent Junior School in Bath. We pride ourselves in preparing our children thoroughly for the move from Rode School to the next phase of their education, wherever it might be.

As part of the Frome Community Learning Partnership we work very closely with Selwood and Oakfield Middle Schools to ensure a smooth and comfortable transition for children and parents. This transition process has been improved last year through the leadership of our Head teacher. This has included more effective transfer of data, moderation of Year 4 SATs tests, the development of a Year 4/5 Bridging Unit based on 'Issues and Dilemmas', a strengthening of the Year 4/5 Liaison Group of teachers and a media project- whereby ambassadors from First Schools visit their Middle Schools and discover, and film, the answers to their class mates questions and concerns.

Ofsted's view of our school

This is an outstanding school. From a strong position at the time of the last inspection, it has continued to improve significantly. This has come about through a highly creative curriculum and excellent and confident teaching. Consequently, pupils achieve exceptionally well, reaching very high academic standards and are extremely well prepared for their future lives. One parent summed up the thoughts of many when she noted, 'This is a forward thinking school, not afraid to be different. Learning comes alive!These delightful pupils are highly enthusiastic learners. They relish the many opportunities they are given to initiate projects and to take part in school events, all of which make an outstanding contribution to the local community. Their views and ideas are an integral part of the school's development. For example, they are about to start interviewing possible contributors and specialists to help them with their next production at a local theatre. This is a follow-on from a highly successful multi-media project entitled, 'Is it playtime yet?' In lessons, all pupils settle quickly to independent tasks and often are working so hard on their own or in groups that the teacher has difficulty in stopping them. In one discussion, a pupil mentioned that he could do with more time at school so that he could finish everything. A consequence of this is that behaviour and attitudes towards school are exemplary and attendance very high. Pupils' spiritual, moral, social and cultural development is outstanding. The next step, as the school correctly identifies, is to enhance pupils' understanding of this country's cultural diversity and so raise even further their already excellent understanding of community cohesion and global citizenship.Although there are small numbers in each year group, children generally start in the EYFS with skills that are slightly above those levels expected for their age. Thorough assessment ensures that pupils' achievement is measured regularly. This shows that significant proportions of pupils make better than expected levels of progress. For example, standards in the national tests taken in Year 2 in 2008 were significantly better than average and have been consistently so for three of the last four years. In 2008, over twice the proportion of pupils in Year 4, where there are no national figures for comparison, were working at levels that were much higher than expected, even though these pupils started school with average standards. Their performance in these basic skills in reading, writing and mathematics are only part of the story. Achievement in information and communication technology (ICT), art, music and physical education is equally high. Pupils, especially the more able, also have a good understanding of the world around them, developed through their studies in geography, science and history. The school uses a range of master classes to help those identified with a particular gift to make the most of their talents. Data about these pupils show they also make excellent progress.The outstanding curriculum is based on giving pupils a wealth of different experiences and ensuring they see a real purpose to what they are learning. Lesson planning is extremely thorough. Lessons move at a fast pace and are well balanced between input from the teacher and participation by the pupils. The school has made excellent use of its own internal expertise as well as from outside specialists and its partnership with a local media and arts college to develop a highly advanced curriculum. In association with two other small schools, a French language assistant has helped improve the teaching of modern foreign languages. In addition, dance, music and arts specialists have been involved in a very wide variety of practical work. Local community gardeners and cooks have helped pupils develop fully their excellent understanding about healthy living. Activities include using an allotment, growing, cooking and eating vegetables, as well as selling some at the school fair. At lunchtime, one pupil remarked about his balanced packed lunch explaining how he needed calcium to help grow healthy bones.

Date of last inspection: 02-Dec-2008

Ofsted graded our school as outstanding

Inspectors made judgements on a scale: outstanding (grade 1); good (2); satisfactory (3); inadequate (4).

View the Ofsted page for Rode Methodist VC First School

What have we done in response to Ofsted?

First of all we celebrated with our pupils, parents and the community in Rode!
Then, after consultation with our pupils and our whole school community, we drew together our SDP 2009/10 which address the issues raised in the report. In short, we will:

• be making effective links with other communities in Europe and the World
• using targets effectively to enhance children's understanding of what they have learnt and what they need to do next

More Information

If you would like more information about school policies, including our policies on special educational needs and disability, admissions, finance, school food and our complaints procedure, please contact us:

By telephone: 01373 830523

Our website: http://www.rodeschool.co.uk



For our previous profile visit our Rode School Profile 2007-2008 page.