Bidbury Infant School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Bidbury Infant School demonstrate the values of resilience, respect, self-regulation and independence. They love the characters connected to each value.

These values drive decision-making in all areas of the school. Pupils benefit from the school's high ambitions and expectations. Pupils enjoy learning new things and ask thoughtful questions about what they are being taught.

As a result, pupils achieve well.The school is a happy place to be. Pupils enjoy attending and are eager to learn.

They have warm, mutually respectful relationships with everyone in the school. Staff help pupils to recognise their emotions so they can manage them well. Pupils ar...e considerate and calm.

A sense of kindness and care permeates the school. Social times are harmonious because pupils take care of each other and their environment. They enjoy playtimes and help each other to use the equipment provided for them.

Pupils benefit from a wide range of opportunities that develop their understanding of the world around them. For example, they take part in cultural dance classes and learn the African drums. Pupils work together to raise money for charities.

This helps them to think about others so they can develop empathy.

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

The school has taken decisive action to improve the curriculum. There is a clear ambition for all pupils, including for pupils with special educational needs and/or disabilities (SEND).

Planning across all subjects now identifies the important knowledge pupils need to know and remember. The school sequences knowledge in a logical order from early years to Year 2.Staff display strong subject knowledge.

This helps them to explain and model ideas well to pupils. The key vocabulary discussed with pupils in lessons helps them to understand more about what is being taught. In most subjects, for example writing, mathematics and physical education, teachers check that pupils have understood what is being taught.

They support pupils to address any mistakes or misunderstandings they may have. However, in a few subjects, teachers do not check if pupils have gained the specific knowledge that is set out in the curriculum. This inhibits some pupils learning the intended knowledge in these areas.

Pupils have a strong start to the school in the Reception class. Staff ensure that children learn how to focus effectively on their learning. Staff use questioning well to deepen children's thinking about what they are doing.

Children learn to share and take turns in a collaborative way. Carefully designed activities and resources help children develop their physical strength and agility.The school quickly identifies pupils' individual needs.

Adaptations in lessons for pupils with SEND are precise in reading, writing and mathematics. This means pupils with SEND achieve well in these subjects. However, in some wider curriculum subjects where the curriculum is new, adaptations are not as sharply focused.

Therefore, pupils with SEND achieve less well in these subjects.The school prioritises reading. Staff celebrate books.

This starts in the Reception classes and continues throughout the school. Pupils understand texts with increasing complexity. They treasure story time, when adults bring book characters to life.

Pupils read widely and often. The phonics programme helps pupils to become fluent readers. Extra daily practice supports pupils to learn the sounds that they need to become fluent readers.

Pupils behave well. Staff consistently apply the school routines and procedures, based around the school's values. The school has robust systems in place to ensure that pupils can reflect on their behaviour.

It has worked effectively to improve attendance, especially for pupils with SEND and disadvantaged pupils. The school engages well with families to help understand the reasons behind the absence. It then uses this knowledge to create actions that will help that pupil come to school more often.

Consequently, these pupils now attend school far more regularly.Personal development is a high priority. Thoughtfully considered activities in assemblies and lessons develop pupils' awareness of right and wrong.

Learning about a range of role models to challenge stereotypes, pupils embrace equality and diversity. Pupils develop their understanding of good character by taking on leadership roles, including as play leaders and librarians.Staff are positive about the school and the journey of improvement.

Effective support ensures staff conduct their roles effectively. A strong culture of sharing and helping each other permeates the school. As a result, changes have a positive impact on pupils.

Staff value the actions taken to help them to manage their workload and well-being. Governors provide support and challenge to help the school improve further.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, where the curriculum is new, assessment does not support pupils' learning sufficiently well. This means that pupils have had gaps in their learning that have not been identified or addressed swiftly enough. The school should support staff to routinely check pupils' understanding of the key content and then use this information to inform future teaching so that gaps in learning are closed.

• In some subjects, learning is not adapted well enough to meet pupils' specific needs. This means these pupils are not achieving as well as they could in these subjects. The school needs to ensure that teachers further develop their teaching strategies in these subjects so pupils with SEND get the support they need to succeed.

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