Bickley Primary School

Highlights from Latest Inspection

What is it like to attend this school?

This is a very welcoming and happy place to learn. Pupils respond positively to teachers' high expectations.

This includes children in the early years. School staff and pupils treat each other with respect and kindness. The atmosphere around the school is calm and purposeful.

Pupils work hard and proudly model the school's vision of 'all different, all equal, all achieve'.

Pupils behave incredibly well in class and during social times. They show positive attitudes towards their learning.

Pupils work hard and are motivated to do well. As a result, learning is not interrupted by poor behaviour.

Relationships between staff and pupils are warm a...nd nurturing.

Pupils know who to talk to if they have a worry. They know they will be listened to, and this means they feel happy and safe.

Staff encourage pupils to value and respect difference.

For example, pupils in Year 2 led an assembly celebrating different faiths, and visiting speakers share their knowledge of their own faith with pupils. These experiences support pupils to understand and respect those with differing beliefs and customs.

Leaders provide a wide range of clubs, including coding, sewing and multi-sports, which are well attended.

These activities help pupils to develop their talents and pursue their interests.

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

Reading is prioritised here. Pupils are taught to read from the start of Reception.

This is because leaders want every pupil to read fluently and develop a love for reading. Training is provided for staff and, as a result, they teach reading well. Adults check the sounds that pupils know regularly and systematically.

Pupils who are finding reading difficult are given the help they need to catch up. Books are carefully matched to the sounds that pupils know, and this develops their confidence and fluency.

Pupils have positive attitudes to reading.

They enjoy reading to the visiting dog, Barney, and have regular opportunities to visit the school library. These experiences develop pupils' love for reading.

Leaders are ambitious for every pupil to achieve well.

They know what the school is doing well and what it needs to do to be even better. Leaders make sure that staff, including those in the early years, have the subject knowledge they need to deliver the curriculum. Teachers address pupils' misconceptions and explain subject content clearly.

For example, children in Reception made a rocket out of two-dimensional shapes. They were able to name and identify a range of shapes and count the number of them accurately. This is because they have previously been taught about the properties of shape and what each number represents.

However, in a few subjects, leaders have not identified exactly which key skills, knowledge and understanding they expect pupils to learn from Reception to Year 6.

Pupils with special educational needs and/or disabilities (SEND) are supported effectively so that they can access learning alongside their peers. Leaders, teachers and other adults work together to identify the needs of pupils with SEND.

Teachers and leaders adapt teaching and resources appropriately so that pupils with SEND develop independence and achieve well. Leaders seek advice and support from a range of external professionals, such as therapists and psychologists. These experts provide training and support for teachers and teaching assistants so the needs of pupils with SEND can be met.

Leaders provide opportunities for pupils to understand and regulate their feelings. Right from the start in early years, pupils manage their emotions well. They behave extremely well in lessons.

Pupils are motivated to do well because of the expectations their teachers set for them. Therefore, learning is not interrupted.

Personal, social, health and economic education is well structured.

Pupils are taught that families may look different. They said that the most important aspect of a family is feeling loved and safe. Pupils are taught about consent in an age-appropriate manner.

For example, in Reception, children are taught about understanding others' feelings, and in Year 1, pupils are taught that touch can be used in kind and unkind ways.

Leaders aim for pupils to become responsible and respectful citizens. Pupils are taught about the importance of respect and democracy.

They value and explore others' views. Lessons across the curriculum help pupils understand how to identify risks, and how to recognise healthy and unhealthy relationships.

Staff are extremely proud to work here.

They value the support they are given by leaders to continually improve their practice. Leaders ensure that teachers receive focused and effective professional development. This includes teachers at the start of their teaching careers.

Governors are committed to and ambitious for the school. Staff value the care and support they receive from senior leaders to support their well-being and workload.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure that safeguarding is a key priority. Staff are well trained. Leaders provide regular and relevant training which helps staff to identify and report concerns quickly.

Leaders respond swiftly to concerns raised. They engage effectively with outside agencies to secure the necessary support for pupils and families. Leaders carry out robust checks on staff before they are appointed.

Leaders provide opportunities for pupils to learn about possible risks. Pupils are encouraged to keep safe, including online. They know that they should not share personal information online, and what to do if they come across inappropriate online content.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, leaders have not identified the key skills, knowledge and understanding that they expect pupils to learn from Reception to Year 6. This means that sometimes, pupils are not able to link their learning to what they already know and embed it in their long-term memory. Leaders need to ensure that they set out exactly what they expect pupils to learn in each subject from Reception to Year 6.

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