Bardwell Church of England Primary School

About Bardwell Church of England Primary School Browse Features

Bardwell Church of England Primary School

Name Bardwell Church of England Primary School
Ofsted Inspection Rating Requires improvement
Inspection Date 03 October 2018
Address School Lane, Bardwell, Bury St Edmunds, Suffolk, IP31 1AD
Phone Number 01359250854
Type Academy
Age Range 5-11
Religious Character Church of England
Gender Mixed
Number of Pupils Unknown
Number of Pupils per Teacher 20.3
Academy Sponsor The Tilian Partnership
Local Authority Suffolk
Percentage Free School Meals 5.1%
Percentage English is Not First Language 1.7%
Persisitent Absence 12.5%
Pupils with SEN Support 15.3%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Bardwell Church of England Primary School converted to become an academy on 1 August 2016. When its predecessor school, Bardwell Church of England Voluntary Controlled Primary School, was last inspected by Ofsted, it was judged to be good overall. Bardwell Church of England Primary School is smaller than the average-sized primary school. The senior leadership team is made up of the headteacher and the senior teacher. The chief executive officer (CEO) of the trust oversees the work of the headteacher. The local governing body report to the trustees. The proportion of pupils whose first language is not, or believed not to be, English is lower than the national average. The proportion of pupils who are supported for SEN and/or disabilities is above average, and the proportion of pupils who have an education, health and care plan is below average. The proportion of pupils who are eligible for support through the pupil premium is below the national average.

Summary of key findings for parents and pupils

This is a school that requires improvement Leaders, including governors, have not ensured that the quality of education is good. In 2017 and 2018, pupil outcomes by the end of key stage 2 were too low in mathematics, writing and English grammar, punctuation and spelling. Teachers’ expectations of what pupils can achieve are too low. They do not consistently challenge pupils sufficiently in lessons. Too many pupils do not make the progress of which they are capable, including in the early years. Leaders have not put a curriculum in place that is broad and balanced. Pupils do not receive sufficient opportunities to develop subject-specific knowledge and skills or apply their literacy and numeracy skills across the curriculum. Leaders do not make timely enough checks on the quality of teaching. As a result, weaker teaching limits pupils’ progress. Teachers do not provide sequences of learning that consistently meet the needs of all pupils, including the most able. Some pupils have not yet developed good learning behaviours. At times, these pupils lose interest and disrupt learning. Pupils who have special educational needs (SEN) and/or disabilities do not make good progress, because some teachers do not provide suitably well for them. Disadvantaged pupils do not consistently make good progress in all years. The attendance of pupils at the school overall is below the national average. The school has the following strengths Committed leaders and governors have an accurate understanding of the areas of priority in the school. The school’s provision for art, music and drama excites pupils and motivates them to make good progress. The teaching of reading is effective. Pupils enjoy reading and demonstrate good phonics skills. Pupils’ spiritual, moral, social and cultural development is strong. Pupils are kind, respectful and care for each other.