Bedgrove Junior School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils thrive in this vibrant, happy community where 'anyone can be a friend'. They are kind and considerate and go the extra mile to support each other to also achieve success. They are proud of the school values of 'inspire, challenge and succeed'.

They meet these high expectations, with their positive attitudes to learning. Pupils relish opportunities to work together, whether debating issues in lessons or competing in house events. They enthusiastically participate in events like 'Bedgrove's Got Talent' and excitedly plan their acts.

Pupils value the way that everyone is included.

Pupils behave exceptionally well around school and play together with kindn...ess and consideration during social times. Older pupils trained as peer mentors provide support for pupils who need a listening ear.

There are warm, respectful relationships between staff and pupils. This means pupils are confident that any worries they have will be addressed by staff thoughtfully and effectively. This includes any concerns about bullying, which is rare.

All this helps to create a caring community where pupils feel safe.

Parents and carers value the school's nurturing ethos. A parent, echoing the sentiments of many, said 'there is a personal touch which means my child is flourishing not just academically but as a well-rounded individual'.

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

Leaders have high ambitions for all pupils to achieve well. They have created a logically sequenced curriculum which is broad and ambitious. Leaders' curriculum thinking has identified the important knowledge and skills pupils need to learn across subjects.

For example, in mathematics, astute curriculum adaptations mean all pupils learn well. Leaders have developed strong subject knowledge across the curriculum which means they teach purposeful, engaging lessons. They use modelling and questioning to help to secure pupils' understanding of new knowledge.

Staff make appropriate adaptations which effectively enable pupils with special educational needs and/or disabilities (SEND) to learn well.

Assessment is effective and leaders have strengthened it further this year. In most lessons, teachers quickly identify pupils with knowledge gaps and ensure these are clarified.

End-of-topic reviews establish pupils' progress towards specific curricular goals. In the majority of subjects, opportunities for regular recall supports pupils to remember knowledge taught previously. However, in some foundation subjects, pupils do not retain the knowledge that leaders intend.

In these subjects, pupils have knowledge gaps and do not build secure understanding over time.

Leaders' passion for all pupils to develop a love of reading is reflected in the strong reading curriculum. Pupils regularly read and hear a broad range of texts about different periods, events and cultures.

In guided reading lessons, pupils have meaningful discussions about texts where they challenge each other's views about the narrative and character. The phonics curriculum closely matches teaching to pupils' progress, which means pupils at the early stages of reading develop into confident, fluent readers.

Behaviour is exemplary across the school.

Pupils learn how to regulate their behaviour and do so effectively. They have excellent attitudes to learning, seeking to make positive contributions whenever possible. When pupils make mistakes, teachers support them so that they learn from these.

Staff tenaciously address absence, and pupils attend regularly.

Leaders have created exceptional character development opportunities for all pupils. Rich experiences develop pupils' social, moral, spiritual and cultural understanding.

Pupils try new opportunities offered by the broad range of clubs. They learn to share beliefs and debate views through events like whole-school public speaking. The pupil parliament membership is hotly contested, building a strong understanding of democracy.

These subtly develop pupils' values and attitudes so that they embrace diversity and confidently talk about differences. They are very well prepared for life in modern Britain.

Leaders' clear vision and tenacity drive continuous improvement across the school.

They have successfully created a purposeful and cohesive community. Staff enjoy working in the school and value leaders' support. Governors and trustees fulfil their statutory responsibilities well.

They ensure that leaders are supported and challenged appropriately.

Safeguarding

The arrangements for safeguarding are effective.

Leaders prioritise safeguarding and have ensured that all staff are well trained and know how to recognise signs of potential harm.

They understand the risks which are specific to the local community. Staff know the procedures for reporting concerns.

Leaders take swift action, making referrals to external agencies and challenging when responses are not appropriate.

Progress with current safeguarding cases is carefully tracked by leaders.

Governors and trustees ensure safer recruiting practice is followed and have strong oversight of the safeguarding provision. Pupils learn to identify risks so they know how to keep themselves safe, including when online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of foundation subjects, pupils do not retain the knowledge leaders intend them to learn. This means they do not build secure understanding of the important knowledge in these subjects over time. Leaders need to ensure that, in these subjects, teachers know how to review understanding of the knowledge they intend pupils to learn and revisit this knowledge so all pupils secure deep understanding over time.