Bede Burn Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Leaders and staff have created a caring and welcoming school. Pupils are happy and safe.

Leaders, staff and governors have high expectations for all pupils. Pupils achieve well in phonics, reading and mathematics. Leaders have revised the curriculum and teaching of other subjects, such as science and geography.

This is helping pupils to gain important knowledge. The school's curriculum helps pupils to develop their understanding of diversity in society by learning about different cultures and beliefs.

Sensitive staff guidance helps Reception children learn the school's routines.

Pupils behave very well in lessons. At breaktimes and lunchtimes, they s...ocialise and play in a friendly manner. Incidents of bullying are rare.

Staff take these seriously, and take suitable action to resolve them. Pupils have a secure understanding of what bullying is and they are confident that staff will support them if they have concerns.

The vast majority of parents have a positive view of the school.

They find staff approachable, helpful and supportive. Parents like the range of clubs, including breakfast club, available for pupils' personal and social development. Parents like finding out about their child's work at the 'come observe our learning' visits into school.

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

Leaders have established well-sequenced curriculums and approaches for the teaching of reading and mathematics. Teachers make effective use of checks to plan the next steps of pupils' learning. Pupils gain secure mathematical knowledge which builds well over time.

Leaders have prioritised reading. They have successfully implemented a structured phonics programme. Staff carefully check pupils' phonic knowledge.

They provide extra support for pupils who have any gaps in their understanding. This enables pupils' attainment in phonics to be very high by the end of Year 1. Older pupils have regular reading lessons and experience a range of reading activities.

This develops their love of reading and helps them to become proficient readers.

The training that key stage 2 staff have received to teach phonics is less effective than that for key stage 1 staff. Sometimes, this restricts the support that key stage 2 staff can provide for older pupils who need help with early reading.

Leaders have training planned to ensure that there is a consistency of staff expertise throughout the school.

Leaders have revised the curriculum in science and most foundation subjects. This has secured a more consistent approach to planning and teaching in these subjects.

For example, in geography, pupils are gaining important knowledge and a secure understanding of map skills. Similarly in science, pupils can demonstrate important knowledge in the topic that they are being taught. They also complete a suitable range of activities that enable them to work scientifically.

However, sometimes, pupils do not retain their knowledge of scientific topics taught earlier in the year. As leaders review the curriculum, they are considering approaches to help pupils retain and retrieve important knowledge.

Leaders have established curriculums that map out what pupils will learn, from Reception to Year 6.

Reception children successfully develop their knowledge in important areas such as early reading and mathematics. Leaders have recently developed the early years outdoor learning area. However, their proposals to improve learning opportunities for Reception children and to address the revised early years curriculum have not been implemented.

Staff carefully teach Reception children expectations for behaviour and routines. Children respond well to these. They behave well in both adult-led sessions and when independently choosing learning activities.

In lessons, pupils listen attentively. They discuss ideas with their peers constructively. There is a consistently positive learning atmosphere across the school.

The school's curriculum extends beyond the academic, and provides for pupils' broader development well. Staff successfully promote pupils' understanding of equality and diversity. There are a wide range of after-school clubs for pupils to take part in.

Staff and visitors provide pupils with guidance on future education and career pathways, as well as advice on financial management. There are a range of roles that pupils can carry out which develop their sense of responsibility.

Leaders have established rigorous approaches to identify the needs of pupils with special educational needs and/or disabilities (SEND).

Leaders develop suitable support plans for these pupils, which staff implement effectively. Pupils with SEND achieve well, and there are appropriate arrangements for their transition to their next school.

The executive headteacher, leaders and governors have established a shared vision for improvement.

Governors use a suitable range of approaches to check the quality of education and to check that leaders fulfil statutory requirements.

The majority of staff, although not all, are positive about leaders' approaches to managing well-being and workload. Senior leaders recognise that the school has been through some considerable change.

They have established approaches to consider the effect of these changes on staff. Some parents expressed concerns about the quality of communication between home and school. Leaders are aware of these concerns and have introduced half-termly meetings and coffee mornings to seek parents' views.

Safeguarding

The arrangements for safeguarding are effective.

Leaders and staff promptly identify pupils and families who are vulnerable to safeguarding risks. They work well with other agencies to secure the help that pupils need.

Leaders follow a range of processes to check the suitability of staff to work with pupils. This includes pre-employment checks and responses to any other concerns raised.

The school's curriculum raises pupils' awareness of safeguarding risks, including those related to online safety.

Leaders have taken suitable steps to make sure that staff know what to do to keep the school site safe.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Key stage 2 staff have not received the same level of training in early reading and phonics as key stage 1 staff. This can constrain the support that they can provide to pupils who need extra help with early reading.

Leaders should ensure that the planned training is delivered for all staff. ? In some subjects, pupils find it more difficult to retain knowledge than they do in others. Leaders should work with staff to help pupils to remember important knowledge across all subjects.

• Leaders' plans for the recently developed early years outdoor learning area have not been implemented. This development has not fully impacted on Reception children's learning. Leaders should implement their plans to maximise children's learning opportunities in the outdoor environment, including making effective use of the recently revised early years curriculum plans.