Bosham Primary School

Highlights from Latest Inspection

Outcome

Bosham Primary School continues to be a good school.

What is it like to attend this school?

Pupils feel safe.

They understand and live up to the school's values, striving to be 'creative, independent, emotionally intelligent and resilient' learners. They are thoughtful in how they support each other and how they overcome social challenges. Staff take every opportunity to interact positively with pupils and get to know them well.

As a result, as one parent said, 'The school feels like a family.'

Pupils meet the high expectations the school sets for their behaviour. They are positive about learning and show a high degree of resilience to keep trying, even if they d...o not succeed at first.

Pupils are proud of their school and enjoy the wide range of clubs available. Leadership opportunities, such as young governors, sports leaders and eco-warriors, enable pupils to make meaningful contributions to the school community and to develop life skills.

Leaders are ambitious for the school.

With the support of governors and the local authority, they have worked determinedly to strengthen the quality of education and accurately identify improvements needed after a recent decline in performance.

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

The school has designed a broad and balanced curriculum that is ambitious for all pupils. From Reception through to Year 6, the school has carefully mapped out the crucial knowledge that pupils need to learn.

Learning has been organised so that content builds in a logical order. This ensures that teachers have a clear understanding of exactly what to teach and when. The school has clear systems and processes in place for identifying pupils with special educational needs and/or disabilities (SEND) and works in collaboration with parents and carers and outside agencies to ensure that pupils get the support they need.

As a result, all pupils are supported to achieve well.

Staff have excellent subject knowledge. They model and explain new learning adeptly.

Questioning is used well to check pupils' knowledge and identify misconceptions. Teachers ensure that pupils get time to practise new learning, which helps them build fluency. This is especially the case in mathematics, where pupils are able to use procedures to solve problems with increasing confidence.

As a result, pupils are achieving well, and provision seen on inspection is better than 2023 published outcomes suggest. In a few subjects, the school is still developing its use of assessment. In these subjects, teachers do not always have the information they need to identify and address gaps in pupils' knowledge.

As a result, on occasion, the work given to pupils does not build on what they know.

Reading is a priority. Pupils begin the school's chosen phonics programme as soon as they start in the early years.

Staff are well trained and deliver the programme consistently well. Pupils read books that are matched to the sounds that they know. Those who struggle get extra help to close their individual gaps in phonics knowledge.

Older pupils demonstrate a palpable and enthusiastic love for books. As a result, pupils at this school become confident readers, which enables them to access and enjoy progressively ambitious texts.

Pupils' behaviour is impeccable.

They demonstrate a consistently positive attitude to their learning. This starts in the early years, where routines are quickly established. Teachers set high expectations and model positive behaviours.

Consequently, pupils exhibit positive attitudes to learning and a clear readiness for their next stage.

Pupils' wider development is a real strength. The school provides a range of extra-curricular clubs that broaden pupils' horizons beyond the classroom.

There is an exceptionally well structured and diverse calendar of 'experiences', including trips, visits, visitors and workshops, which are explicitly designed to enrich the curriculum. A whole-school approach has been adopted which ensures that the personal, social, health and economic education programme is at the forefront of pupils' school experience. As a result, pupils can articulate important learning about how to keep themselves safe in a range of contexts, including when online.

However, pupils are less confident in their understanding of different faiths and cultures in modern Britain.

Leaders at all levels are aspirational for pupils. Adults share the same inclusive vision and keep pupils at the heart of decision-making.

Staff are positive about the support they receive and are especially thankful for the courage and determination that leaders have shown during a recent period of instability. They are proud to work at the school. Governors know the school well and provide effective support and challenge.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Assessment in some subjects is not as effective as it could be. This means teachers do not always have a clear picture of what pupils know and can do.

Consequently, learning sometimes does not build precisely enough on what they already know. The school needs to continue its work to develop and embed an approach to assessment that routinely informs teaching across the curriculum, so that pupils' learning develops securely over time. ? Important aspects of the school's personal development offer have not yet been addressed by the school's recent improvement work.

This means that pupils are not building an understanding of different faiths and cultures. The school must ensure that the schools' spiritual, moral, social and cultural education is effective and empowers pupils with the knowledge that they will need for life in modern Britain.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good in November 2018.

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