Bowerhill Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils know how the school values of resilience, responsibility, respect, curiosity, compassion and trust help them to make the right choices.

They are proud to attend Bowerhill Primary School. Pupils enjoy learning. Parents said that their children are happy at school.

The school is a calm and purposeful learning environment. Staff have high expectations of pupils' behaviour. This begins in the early years.

Pupils behave well. They are polite and well mannered. Pupils show respect for each other and adults.

They listen carefully when learning, and play well together.

Pupils feel safe in school. They know and understand the difference betwee...n bullying and falling out.

Pupils said that bullying does not happen. They are caring and kind. Pupils believe it is 'what is inside a person that counts, not what they look like on the outside'.

Leaders are ambitious for pupils. Nonetheless, leaders' ambitions are not being realised. Pupils have gaps in their subject knowledge.

Some pupils with special educational needs and/or disabilities (SEND) do not achieve as well as they could. This is because the curriculum is not adapted appropriately to meet their needs.

What does the school do well and what does it need to do better?

Leaders have developed a well-sequenced curriculum in English and mathematics from Reception Year through to Year 6.

They have identified the essential knowledge that they want pupils to know and remember. Teachers in the Reception class carefully plan learning activities in the classroom and outdoor spaces. They use high-quality talk and play to develop children's skills and knowledge well.

However, this is not the case for all subjects. Some curriculum content is not well sequenced. Where the curriculum content is not as well thought out, teachers do not know what essential knowledge they want pupils to learn.

As a result, some of the planned content is not suitable. Activities do not always enable pupils to achieve the curriculum intentions. Consequently, pupils do not know more and remember more.

This leads to gaps in their knowledge.

Where the curriculum is clear about what pupils need to learn and when, teachers plan and deliver effective learning. For example, in phonics lessons, each session follows a well-thought-out structure.

Teachers' secure subject knowledge helps pupils to develop their phonic knowledge well. Pupils enjoy reading. Staff encourage pupils to develop a love of reading.

Teachers share their favourite children's books and read to pupils regularly. There is a wide selection of books for pupils to choose from. Pupils enjoy these books.

Teachers quickly spot when pupils need additional help. Extra sessions for phonics, reading and mathematics provide pupils with effective additional support. However, where pupils do have gaps in their learning, leaders do not know what they are.

As a result, pupils' misconceptions increase. For example, pupils in Year 4 are unable to recall physical features in the local area or localities studied in geography. This is because they do not have a secure knowledge of what a physical feature is.

Pupils with SEND are not supported well enough. This is because learning activities are not adapted effectively. In addition, these pupils rely too heavily on additional adult support.

This all contributes to pupils with SEND not achieving as well as they could.

Staff develop positive relationships and clear routines to help children settle into school life. As a result, pupils can learn and play independently.

Pupils know how to be physically and mentally healthy. Leaders work well with parents to help overcome any issues that are stopping pupils from attending school regularly.

Leaders have introduced several changes in recent months in order to bring about improvements.

The local governing body recognises the need for further development of the curriculum. Staff feel supported to make the necessary changes to improve the quality of education.

Safeguarding

The arrangements for safeguarding are effective.

Appropriate safeguarding checks are in place before staff begin to work at the school. Staff attend regular safeguarding training and receive appropriate updates from leaders. They know how to spot and report concerns.

Leaders of safeguarding follow up on any concerns in a timely manner. They work well with external agencies to seek advice and support for pupils and families in need.

Pupils are taught to keep themselves safe.

For example, they know not to share personal information online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the curriculum is not clear about what pupils need to learn and when. It does not help teachers to sequence the essential knowledge pupils must know and remember.

Pupils' learning does not always match the intended expectation. Leaders need to help teachers to know how to organise and deliver the curriculum. ? Teachers do not know where there are gaps in pupils' knowledge in some foundation subjects.

This leads to pupils being unable to build on their prior knowledge. As a result, pupils develop misconceptions. Leaders need to establish assessment systems for foundation subjects and use assessment information to support teachers to adapt the curriculum.

• The curriculum is not sufficiently adapted to meet the needs of some pupils with SEND. This means that pupils with SEND do not learn as well as they could. Leaders need to support teachers to know how to adapt the curriculum appropriately to meet the needs of all pupils with SEND.

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