Bleakhouse Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Leaders have worked successfully to create a whole-school team following amalgamation with the infant school in September 2020.

Bleakhouse Primary School is a friendly, inclusive community. Staff care for pupils well. Everyone is valued, including pupils with special educational needs and/or disabilities (SEND).

Leaders are ambitious for all pupils. They want everyone to meet with success. Pupils enjoy coming to school and feel safe.

Pupils say that there are always adults they can talk to. They understand what bullying is. Pupils say that it happens sometimes but not very often.

Adults work with them to sort it out.

Pupils show pride in the...ir school. They move around school calmly and greet others politely.

They show respect and friendship. In lessons, pupils work hard, showing determination and enthusiasm.

Pupils enjoy a wide range of in-school and extra-curricular activities that enrich learning.

They learn about equality and fairness. Pupils like the adventure and residential experiences on offer.

Pupils proudly take on leadership roles, including being 'Bleakhouse bookworms', learning league and school councillors.

They enjoy fundraising for charities and events. For example, the film night held during the inspection was to raise funds for Year 6 celebrations.

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

Leaders have worked closely with governors to build a whole-school culture following the amalgamation of the previous infant and junior schools.

There has been a drive and focus on developing a curriculum that is ambitious for all pupils. Leaders want the best for every pupil. Everyone shares this clear vision for the school and pupils live up to leaders' high expectations.

Leaders have identified what pupils will learn in each subject from Nursery through to Year 6. This work is now almost fully complete across each subject of the national curriculum. Teachers use this to inform what they will teach in lessons.

Leaders also plan visits, and other opportunities and experiences, that enrich pupils' learning in the curriculum. However, there is more work to be done to identify the subject-specific vocabulary that teachers need to teach so that pupils can talk about their learning.

Leaders prioritise reading.

Staff receive regular training on the teaching of early reading. As a result, reading is a strength in the school. Pupils read the right books to help them practise their early reading skills.

If pupils need extra help, skilled staff provide timely support for them. This helps pupils to get off to a flying start as young readers. Across the school, pupils enjoy reading.

Story time is a lovely time where books are shared with pupils. Pupils recommend books and authors to others. Book areas around school are well maintained.

Leaders have thought carefully about the books they would like pupils to read to learn about different cultures, equality and diversity. Pupils develop into confident and fluent readers.

Assessment strategies in reading are highly effective.

However, assessment strategies in other subjects are not consistent or fully embedded. These do not always identify gaps in what pupils know or help pupils to recall key knowledge.

Children in the early years quickly learn to follow routines.

Children play well together. The learning environment is calm and purposeful. Children enjoy developing their imaginative play.

For example, in Nursery, children take turns to play in the seaside area. They carefully lay out their towels and put on armbands as they pretend to swim. Staff encourage children to respond in sentences.

Relationships between staff and children are warm and positive. Children are keen to share their learning.

Strong leadership for pupils with SEND means that there is early identification of pupils' needs.

Staff skilfully support these pupils. Good links with external agencies help pupils and their families to access the right help. Pupils with SEND thrive at Bleakhouse Primary.

Pupils show positive attitudes to learning and take pride in their work. They understand the school's values and know how important these values are in their everyday life. Pupils show respect for others.

They enjoy participating in sport with local schools. Enterprise events help pupils to think about others. There is a wide range of clubs on offer to help develop pupils' interests.

Staff say that leaders listen to them. They say that leaders take account of their workload and well-being. Leaders develop the talents of staff and pupils.

Staff are proud of their school.

Safeguarding

The arrangements for safeguarding are effective.

Effective systems are in place for staff to report and record concerns.

All staff have access to regular safeguarding training. For example, staff regularly discuss safeguarding scenarios.

Leaders respond in a timely manner to concerns raised by staff.

Leaders follow up with external agencies to help make sure pupils and their families access the right support.

Leaders ensure that pupils learn about a wide range of safety issues to help keep themselves safe in school, online and in the community.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have not fully embedded strategies to assess pupils' learning.

As a result, teachers do not always use assessment strategies well to inform teaching. Some pupils struggle to recall important knowledge that they have previously learned. Leaders should make sure that there is effective use of assessment that is consistent across all subjects.

• In some subjects, leaders do not identify the specific vocabulary they want pupils to learn. This means that pupils do not always confidently use subject-specific language related to what they are learning. Leaders should continue to refine curriculum planning, identifying the subject-specific language that pupils need to understand and use.