|Name||Bowesfield Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||23 September 2014|
|Address||Northcote Street, Stockton-on-Tees, TS18 3JB|
|Religious Character||Does Not Apply|
|Number of Pupils||283 (55% boys 45% girls)|
|Number of Pupils per Teacher||20.6|
|Percentage Free School Meals||32.9%|
|Percentage English is Not First Language||64.7%|
Information about this school
Inspectors observed 10 lessons or parts of lessons, two of which were joint observations with the headteacher. All class groups and teachers were observed. They also reviewed the work in pupils’ books. In addition, the inspectors made a few short visits to observe pupils in small-group support sessions, and also heard pupils from Year 2 and Year 6 read. Inspectors held discussions with the headteacher, deputy headteacher, senior leaders, subject leaders, staff, representatives of the governing body, a local authority representative and a number of parents. Inspectors spoke informally to pupils in lessons and around the school, as well as having two more formal meetings with groups of pupils from Key Stages 1 and 2. The inspectors observed the work of the school and looked at a range of documents including: the school’s own information about pupils’ progress; planning; the monitoring of learning and teachers’ performance; organisation of the curriculum; records relating to behaviour and attendance; safeguarding information, how the money from pupil premium and sports funding is spent, and the minutes of governing body meetings. There was insufficient response to the on-line questionnaire (Parent View) to allow any analysis, but inspectors took account of the comments and views recorded from the 89% of parents that had attended the summer term pupil progress meeting and spoke with 14 parents. Inspectors also took account of the 12 responses to the inspection questionnaire for staff.
Summary of key findings for parents and pupils
This is a good school. This is a happy, caring school. Pupils thrive in this purposeful learning environment. Achievement is good. From their individual starting points, the progress made in learning by all pupils across the school is good. The impact of good teaching over time contributes significantly to the pupils’ good achievement. The school provides carefully tailored care and support for a wide range of pupils’ differing needs, including those who speak English as an additional language, those who are disadvantaged and those who have special educational needs. As a result, all these pupils achieve well, demonstrating the school’s strong and successful commitment to equality of opportunity. Pupils behave well and relationships between pupils and adults are very positive. As a result, pupils work hard and want to do well. The dynamic leadership of the headteacher successfully sets a positive tone for the whole school in driving forward continued improvement and the importance of pupils’ personal development. Through the school curriculum and out-of-school activities, the school provides very well for pupils’ spiritual, moral, social and cultural development. Governors are highly knowledgeable and provide a good level of support and challenge. They contribute strongly to promoting school improvement. The school provides a good level of care and guidance for pupils’ well-being and that of many families. As a result, pupils feel very safe and develop positive attitudes to learning. Parents are strongly supportive of the school. It is not yet an outstanding school because : Progress and attainment in reading is not as strong as in mathematics and writing. Middle leaders are at an early stage in the monitoring of teaching and pupils’ progress in their subject area and so are not contributing as much as they could to improving pupils’ progress.