Bentley Heath Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

These are exciting times at Bentley Heath C of E Primary School (Bentley Heath). A warm and caring Christian ethos is central to the improvements that leaders have made at the school.'

Building happiness and success' is the school's vision, and this is happening for most pupils.

Children get off to a great start in the early years. This continues through the school for many pupils.

Leaders and staff are ambitious for their pupils to achieve highly during their time at Bentley Heath.

Calm and purposeful relationships between pupils and staff are evident in all classes. Pupils know that staff are there for them.

Behaviour in lessons is positiv...e, and breaktimes and lunchtimes are filled with caring and playful interactions. Pupils know that bullying could happen, but they also have confidence that staff would 'fix it' if it did. When needed, leaders investigate all perceived bullying and act accordingly.

Pupils learn to be respectful and caring members of the community. Gymnastics, musical theatre, talent shows, music lessons and sports clubs enrich pupils' interests and hobbies. Assemblies from local church leaders and inputs from charities such as Dogs Trust broaden pupils' understanding of the world around them.

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

Since the last inspection, leaders have worked tirelessly to address the weaknesses identified at that time. Supported by the multi-academy trust and a caring local academy board, leaders have driven improvements. Staff are overwhelmingly positive about the school and how they are supported.

Leaders think carefully about the knowledge they want pupils to learn in all subjects. In some subjects, leaders and staff place an emphasis on developing key skills alongside crucial knowledge to enable pupils to be successful in the subject. For example, in mathematics, pupils learn not only about numbers but how to use that knowledge to solve problems.

However, opportunities to learn subject-related skills, techniques or methods are not as well planned or taught in some other subjects.

In lessons, staff work hard to put the curriculum in place in a precise way so pupils can acquire that essential knowledge from all subjects. Staff carefully consider how they can get pupils to learn in different ways.

For example, 'talk partners' are regularly used so pupils can discuss what they have just learned. For example, in design and technology, pupils were encouraged to talk to each other about what makes a balanced diet. This helped many pupils to embed this knowledge into their long-term memory.

Leaders have set a clear expectation that all staff should frequently check on what pupils have learned and remembered in lessons. In some cases, teachers routinely do this well through focusing their questions on those they feel might need more help. However, in other classes, teachers have not assured themselves that pupils have learned and can remember the essential knowledge from the lesson.

Reading is rightly a priority at the school. From the very first moments pupils start at school, pupils are taught to recognise and name sounds in the environment. Well-trained staff members move them swiftly on to learning phonics.

From this, pupils experience and read various books and authors. Consequently, pupils very quickly develop a love of books and reading.

The provision for many pupils with special educational needs and/or disabilities is a strength at the school.

Leaders prioritise partnerships with parents to build a strong understanding of the needs of the pupils. They use the right services, such as educational psychologists, to deepen their understanding of what these pupils need to thrive alongside their peers. Consequently, many pupils do succeed.

However, for some pupils with social, emotional or mental health needs, teachers do not always consider how to adapt lessons to keep them fully engaged in all lessons.

Early years is a strength. A well-organised and exciting environment engages children and helps them develop early learning skills.

Highly skilled staff use every moment to help children develop as confident and enthusiastic learners. Caring and playful interactions happen in both inside and outside learning spaces.

Pupils have very positive attitudes toward learning.

Attendance is high, and very few pupils are persistently absent. Where they are, leaders work closely with families to stress the importance of being in school daily. Consequently, the number of those not attending enough is reducing quickly.

Many different subjects help pupils develop their understanding of the world around them. Lessons in personal, social, health and economic education create a sense of what it means to be healthy or appreciative of different cultures and faiths. As pupils told inspectors, this is a place where 'no one is left out'.

Parents, staff and pupils are united in their positive views on the developments at the school.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have worked hard to ensure that all staff have a detailed and deep knowledge of the potential risks to pupils.

Training is regular and always checked up on. When needed, staff act swiftly to raise concerns when they feel a pupil is at risk of harm. Leaders then investigate thoroughly and, when required, ensure the pupil and the family get the right support.

Lessons across the curriculum help pupils understand what to do to stay safe. Road and water safety are two ways pupils develop those essential protective behaviours.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders do not always identify the precise subject-specific skills, techniques or methods they want pupils to learn.

This means that sometimes pupils are unclear about how to apply their knowledge in the practical exploration and enquiry linked to that subject. What they have learned related to the subject. Leaders should ensure that all subjects clearly identify what skills, techniques or methods will be taught so that pupils are better at applying their subject knowledge in these subjects.

• In some subjects, teachers do not always routinely check children's understanding and recall of key knowledge. Misconceptions are not always identified and addressed well so that all pupils understand where they have gone wrong and address their errors. Leaders should ensure that teachers consistently use the school's assessment strategies effectively in all subjects to support pupils to know and remember more.

• Teachers do not consistently make the necessary adaptations to the way in which the curriculum is implemented for pupils with social, emotional and mental health needs. This means that some pupils struggle to maintain attention and focus in lessons. Leaders need to ensure that all staff are skilled in implementing the curriculum for all pupils, including those with social, emotional and mental health needs so that all can benefit from the implemented curriculum.

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