|Name||Bassingbourn Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||05 July 2012|
|Address||Brook Road, Bassingbourn, Royston, Hertfordshire, SG8 5NP|
|Religious Character||Does not apply|
|Number of Pupils||340 (50% boys 50% girls)|
|Number of Pupils per Teacher||18.7|
|Percentage Free School Meals||9.4%|
|Percentage English is Not First Language||4.7%|
|Pupils with SEN Support||22.6%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||Yes|
Information about the school
This school is larger than average for its type and pupils are taught in mixed-age classes. Most pupils are of White British heritage and a few are from ethnic minority backgrounds. Very few speak English as an additional language. The proportion of pupils who leave or join the school part way through their primary education is much higher than in most schools nationally. This is a direct consequence of the school’s proximity to Bassingbourn Barracks. The proportion of disabled pupils and those with special educational needs supported at school action plus or with a statement of special educational needs is below average. The Early Years Foundation Stage comprises one Reception class and one mixed-age class with Year 1, the majority of whom are Reception-aged children. All children join these classes each September. The school shares a site with Bassingbourn Village College and the privately owned Bassingbourn pre-school nursery. The nursery is subject to separate inspection although it provides a breakfast club for children attending the primary school. The school meets the current floor standards, the minimum expectations for attainment and progress set by the government. The school has been affected by three changes of leadership since 2010 due to sabbatical and maternity leave. Two acting headteachers have led the school since January 2012.
Bassingbourn is a good school. It is not outstanding because not enough teaching is consistently good or outstanding to accelerate progress, particularly in writing or to raise attainment to levels that are above average. Attendance is improving but remains average. Children in the Early Years Foundation Stage do not have enough opportunities to be as independent as they could be. Pupils’ achievement is good. Attainment is broadly average by the end of Year 6 and improving. Pupils make good progress overall in reading, writing and mathematics from below average starting points. Although attainment in writing is broadly average, it remains lower than in reading and is correctly identified as a school priority. The large majority of teaching is good and rates of progress are improving. There are examples of outstanding teaching where teachers have in-depth subject knowledge and match their planning very precisely to individual needs. Pupils make exceptional progress in these lessons. Teaching assistants make a good contribution in one-to-one sessions to the learning of disabled pupils and those with special educational needs. The attainment gap is narrowing for these pupils. Children in the Early Years Foundation Stage are sometimes over-directed by adults. Behaviour is good in lessons and around the school. Good teaching motivates pupils and they have good attitudes to learning. An ethos of high quality care enhances pupils’ spiritual, moral, social and cultural development and feeling of being safe. Leadership and management are good. Middle leaders support senior leaders very effectively in taking responsibility for key stages and curriculum subjects. High expectations and appropriate support for all staff are set through good performance management procedures which have improved teaching and rates of pupils’ progress. The governing body is actively involved and knows where the school needs to improve.