Bells Farm Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Bells Farm Primary School is a successful, friendly and welcoming school.

The school has created an atmosphere where everyone is valued and nurtured. It has high aspirations for all pupils, including those with special educational needs and/or disabilities (SEND). This is reflected in its vision that pupils should 'enjoy learning and aim for excellence'.

Pupils rise to meet the high expectations that the school sets for them.

The curriculum is wide and interesting, enriched with visits and experiences. These include visits to local theatres, farms and museums.

As a result, pupils are keen to learn and achieve well in most subject areas.

Pupi...ls behave well in classrooms and around school. They focus on their learning and have good attitudes to school life.

This starts with children in the early years, who listen well and show high levels of self-control. Pupils feel safe. They know they have adults who will help them when they need it.

The school provides opportunities for pupils to develop leadership such as being digital ambassadors, play leaders or members of the school council. Pupils also benefit from a range of clubs, including karate, chess, computing and a variety of sports, which they enjoy.

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

The school's curriculum is ambitious for all pupils.

It is carefully planned from the early years through to Year 6. At each stage, the curriculum sets out the essential knowledge and key vocabulary pupils should learn.

Overall, pupils achieve well.

This prepares pupils at all stages for the next steps in their education. Teachers deliver the curriculum skilfully. They have strong subject knowledge because they receive effective training and support.

In some subjects, including mathematics and computing, the school has identified the exact knowledge and skills that pupils need to know and remember. In these subjects, pupils routinely revisit and apply the skills that they have learned so they can do increasingly more complex tasks. However, this is not always the case in other subjects where teachers' subject knowledge is less secure.

Pupils benefit from a well-designed, expertly taught phonics curriculum. They are supported well with books that are carefully matched to their phonics knowledge. Pupils quickly learn the letters and sounds that they need to become accurate and fluent readers.

A love of reading is evident across the school and pupils read widely and often. They enjoy 'relax and read' sessions and 'book breakfasts'. Pupils at all stages of their reading achieve extremely well.

The teaching of mathematics supports pupils to develop numerical confidence and fluency quickly. Carefully structured activities deepen their understanding of numbers and shapes. Staff check pupils' understanding effectively.

They ask probing questions and pick up on misconceptions quickly so that they can be addressed.

Pupils with SEND are well supported to work alongside their peers. The school makes appropriate adaptations so that pupils with SEND can access the full curriculum.

The school ensures that timely advice is sought to meet pupils' needs. This is then quickly put into practice across the school.

The early years curriculum is well designed to prepare children for their future learning.

They benefit from an exciting and well-equipped learning environment. Children follow familiar routines calmly, making the most of the activities provided to promote their development. While the children show high levels of concentration and curiosity, they tend to work individually so opportunities to develop socially are more limited.

Some staff do not always model effectively and promote discussion beyond phonics and mathematics lessons.

Pupils learn about the importance of keeping healthy and staying safe, including when online. Pupils embrace and celebrate the uniqueness of individuals.

They learn to resolve any conflicts through the school's 'peacemakers' approach. They demonstrate their understanding through warm relationships with staff and each other. Staff use assemblies as opportunities for pupils to reflect on the school's values.

This enables pupils and staff to celebrate together the many achievements from the week. The care provided by staff and the pastoral team supports pupils and their families extremely well. This helps pupils to feel safe and happy in school and, as a result, pupils attend well.

The school takes swift and effective action to support pupils if attendance becomes a concern.

Parents and carers are overwhelmingly positive about the support that they receive from the school. They typically say, 'Staff give everything, every day, to get the best out of each and every pupil.'



Governance is a strength. There is a shared understanding of how best to check, challenge and celebrate the work of the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• There is variation in teachers' subject knowledge in relation to the teaching of disciplinary skills in some subjects. Staff do not always plan learning that builds on pupils' prior skills to enable them to apply and make links with their learning. Leaders should ensure that teachers' subject knowledge is consistently strong so they can better support pupils to apply their learning more successfully.

In early years, the school has not ensured that children's social skills are as well developed as they could be. While they learn and play nicely alongside each other, some children lack the skills to interact and engage with each other during their independent play. Adults should model and support discussions to support children to work collaboratively and communicate effectively with each other.