Bacton Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils say Bacton School is a great place to be. They enjoy being at school and feel safe and well cared for by staff.

Leaders have high expectations of behaviour.

Pupils rise to meet these. They display the 'Bacton behaviours' in all aspects of school life. These behaviours include kindness, respect, cooperation and trying one's best.

Pupils say that bullying is rare as a result. Their positive behaviour and attitudes reflect leaders' vision of 'Working together, aiming high!'.

Pupils are enthusiastic learners.

They demonstrate a high level of collaboration with their peers. They are keen to do their very best. As a result, most pupils achi...eve well.

Pupils have access to a wide range of experiences that enhance their learning. These include close collaboration with the local church, visits to Suffolk farm fair and participation in reading and mathematics cafés.

Pupils relish the chance to take on leadership roles.

These roles include school councillors, reading ambassadors, play leaders and eco-rangers. Pupils talk excitedly about their achievements in these roles, for example increasing the number of lunchtime clubs and maintaining the school allotment. These experiences actively promote pupils' character development and prepare them for their future role as citizens.

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

Leaders have ensured the curriculum is ambitious, broad and inclusive. The curriculum reflects leaders' commitment to encourage pupils to 'seek to extend themselves in mind, body and spirit'.

Leaders prioritise the teaching of reading.

Pupils start learning to read from the moment they start school. Leaders ensure that teachers are well trained to teach reading. Lessons are well structured.

They include fun and engaging activities that help pupils learn phonics. Teachers carefully check pupils' progress. They quickly identify any pupils who fall behind and make sure they have support to catch up.

Pupils' books are closely matched to their reading ability. This enables pupils to practise their reading skills at home. Therefore, most pupils become fluent readers by the end of Year 1.

In early years, children gain solid foundations for future learning. They have a range of opportunities to play and learn about phonics, number and the wider world through games and interesting activities linked to their topic work. Children are kind to each other and respectful to the adults who skilfully support them to play and learn.

Teachers closely check pupils' progress in all subjects. They use this information to plan lessons. For a few pupils, learning tasks do not always provide enough challenge to further deepen their knowledge.

This means that these pupils do not achieve as highly as they could.

Leaders expect pupils with special educational needs and/or disabilities (SEND) to achieve as well as their peers. Leaders act quickly to identify pupils' needs.

They ensure that staff are well trained to provide support to meet the needs of pupils with SEND. Leaders liaise with external agencies to secure the support pupils need. As a result, pupils with SEND access the full curriculum, and most achieve well.

Pupils behave well in lessons and around the school. They follow routines and know what is expected of them. This helps lessons flow smoothly.

Little learning time is lost. Pupils' learning is rarely disturbed by others' behaviour.

Leaders' programme for pupils' personal development is strong.

Pupil leader elections help pupils understand democracy. Rich and diverse texts help pupils to understand a range of different faiths and cultures. External visitors such as a Bollywood dancer and a local artist deepen this understanding.

Pupils participate in a variety of purposeful trips. These include visits to the school's forest school, a residential trip for Year 6 and a day at Redgrave and Lopham Fen. Extra-curricular activities such as music, sports, computing and library clubs are well attended by all groups of pupils.

Staff appreciate leaders' work to promote staff well-being. Staff value the opportunities for professional development that come from the trust. The local improvement board and trust leaders have a deep understanding of the work school leaders have done since the last inspection.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure that all staff are vigilant and highly trained in all aspects of safeguarding. Therefore, staff can identify any concerns and report them immediately.

Leaders take fast action to ensure any pupil at risk of harm is kept safe. This includes appropriate liaison with external agencies. Leaders follow the latest guidance on safer recruitment and how to deal with concerns about adults.

Pupils can talk with confidence about staying safe, including when online. They are confident to report any concerns they may have to an adult in the school, with the knowledge that they will be listened to.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils are not always challenged to extend and deepen their knowledge.

This is particularly true in mathematics. When this happens, these pupils do not build sufficiently on their existing knowledge. Leaders should ensure that staff plan activities that help pupils build effectively on their prior knowledge and enable them to think more deeply about the things that they learn in all subjects.

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