Bearnes Voluntary Primary School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school Leaders have a clear and shared focus on raising pupils' achievement and aspirations. Consistently good teaching has led to pupils making good progress.

Children get off to a good start in the early years and the school's positive relationship with parents and carers supports children's learning well. Pupils enjoy school. The school's strong emphasis on safeguarding and its caring ethos ensures that pupils feel safe.

Everyone is included and behaviour is always good. Staff promote pupils' spiritual, moral, social and cultural development very well and pupils are very well prepared for life in modern Britain. Governors are very involved in... the school's work and keep a close eye on ensuring good teaching and achievement.

It is not yet an outstanding school because : Not enough teaching is sufficiently high to ensure all pupils make rapid progress, particularly the most able. At Key Stage 1, progress occasionally slows because activities and questions are not always adapted to enable all pupils to achieve as well as they should. A very few teachers have not set high enough expectations in the presentation of pupils' work.

Also, not all pupils have shown enough pride in the presentation of their work.

Information about this school

This school is much smaller than the average-sized primary school. The number of pupils in each year group varies considerably.

There are four classes and, with the exception of the Reception class, pupils are taught full time in mixed-age classes. The vast majority of the pupils are of White British heritage. In 2014, the school met the government's current floor standards, which set the minimum expectations for pupils' attainment and progress.

An above average proportion of pupils are eligible for the pupil premium funding. This additional government funding is used to support pupils who are known to be entitled to free school meals or who are looked after. The proportion of disabled pupils and those with special educational needs is over twice the national average.

A very large proportion of pupils join and leave the school at different times during the year. The headteacher is also the headteacher of another local small school and divides her time equally between the two schools. There is a formal partnership through a federation within which there is shared subject coordination and joint training and events.