|Name||Bengeo Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||28 February 2012|
|Address||The Avenue, Bengeo, Hertford, Hertfordshire, SG14 3DX|
|Religious Character||Does Not Apply|
|Number of Pupils||492 (48% boys 52% girls)|
|Number of Pupils per Teacher||22.9|
|Percentage Free School Meals||6.1%|
|Percentage English is Not First Language||5.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about the school
Bengeo Primary School is a larger than average-sized school. A majority of the pupils are of White British heritage. The proportion of pupils known to be eligible for free school meals is well below average, but increasing. The proportion of disabled pupils and those who have special educational needs is below average. The school meets the current floor standards, the minimum expectations for attainment and progress set by the government. Since the last inspection, the school has expanded so there is now flexible funded provision for Nursery pupils as well as the established play group, breakfast club and after-school club; all of these are privately run. The school has received a number of awards including Quality in Study Support. The headteacher was appointed in September 2010.
Bengeo Primary School is a good school. It is rapidly improving and has a number of strong features. Relationships with parents and carers are highly productive and this ensures that they make a regular and effective contribution to the school. The pupils, parents and carers as well as the staff are overwhelmingly positive about the strengths of the school. The school is not outstanding as recent improvements in the quality of teaching have not yet had time to impact on achievement. Achievement is now good. Pupils across the school achieve above national averages and make good progress, and pupils in Key Stage 2 now make good progress in writing following a dip in performance in 2011. Progress for all groups, including disabled pupils and those who have special educational needs is good. The majority of teaching is ensuring the good progress of all groups of pupils including disabled pupils and those who have special educational needs. However, some inconsistencies remain in the teaching of writing and in its provision across the curriculum and this is why there is inconsistency in the progress made. The school is a harmonious and cohesive community, and consequently pupils’ behaviour is good. Pupils show considerable respect and care for each other, and have very positive attitudes to learning. The school has made significant improvements since the appointment of the headteacher in September 2010. Her drive and ambition have underpinned all the positive developments made, so that attendance is now above average, the management of the quality of teaching is rigorous and, as a result, achievement is improving. Some of the changes have not had time to make a full impact on other aspects of the school.