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It is very much at the heart of the local community. Pupils understand and embody the school values of hope, courage, justice, forgiveness and friendship. The regular assemblies play an important part in sharing these values.
The school is a typically calm and welcoming place. Pupils describe being 'friends with everyone'. They play well and enjoy chatting together at breaktime and lunchtime.
Older pupils take responsibility for younger children. As a result of the warm and kind culture, all pupils feel safe and included in the life of the school. They trust in school staff to help and support them.
The expe...ctations of pupils are high, and most pupils meet these. Generally, pupils behave well and follow routines; they listen to their teachers and respond well to instructions.
Pupils can take on leadership roles within the school, such as traffic monitors, house captains and school councillors.
Pupils are proud of these roles and take them seriously because they make a difference to the school. There are a range of activities, such as orchestra and gardening club, that also enable pupils to develop their talents and character.
What does the school do well and what does it need to do better?
The school's curriculum planning is firmly established.
This enables pupils to perform well academically at key stage 1 and key stage 2. Where changes to the curriculum have been made recently, these have been carefully considered. Such changes benefit the pupils.
In some subjects, the curriculum has been developed with support from local secondary schools to ensure pupils are prepared when they leave Year 6. The assessment of pupils' knowledge is typically consistent. In some subjects, this assessment is being modified to be more rigorous.
The needs of pupils with special educational needs and/or disabilities (SEND) are met well. Appropriate adaptations are made to the curriculum to ensure that all pupils can work at the same level. Pupils with SEND experience the same level of challenge as other pupils from the early years onwards.
The school has recently introduced a new scheme for early reading which better meets the needs of its pupils. Some pupils are still getting to grips with the sounds they need to remember. Leaders understand the importance of reading and have prioritised this.
Pupils read regularly and frequently. Reading books are appropriate. The school makes good use of its 'Book Bus'.
Most pupils read well, but the progress of some younger pupils is affected because they do not concentrate, and routines are not yet firmly established in lessons.
Most pupils behave well. However, some younger pupils take a little longer to learn the ropes.
This prevents them from learning and distracts other pupils during lessons. They do not yet all follow established routines. The behaviour of older children is typically much better.
At social times, the school is calm and purposeful. Pupils' attendance is above national average. The number of pupils regularly missing school is very low.
Pupils achieve well academically. They also benefit from wider experiences. Pupils develop knowledge and maturity through their programme of personal, social and health education.
They learn about how to keep themselves safe online and the impact of their 'digital footprint'. Pupils also develop an understanding of the school values through assemblies, displays and visiting speakers. The school is a diverse community in many ways, with 30 languages spoken.
Pupils celebrate the differences between people and cultures. All pupils feel included.
Leaders at all levels are passionate about improving the experience of pupils at Bourn.
They understand the school and its priorities. Leaders take the workload of staff seriously. As a result, staff speak highly of the leadership of the academy.
Trustees understand their statutory responsibilities and hold school leaders to account. The school is supported by the diocese and through an associate link with a local trust. The school has a very strong relationship with parents and the local community and engages effectively with these groups.
These relationships benefit the pupils through activities such as fundraising and parent volunteers.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Younger pupils do not always meet the high behavioural expectations of staff.
As a result, some pupils miss out on the intended learning, slowing their progress. Leaders should ensure that all teachers consistently apply the expectations of new policies. ? The programme of early reading in the school is very new.
As a result, its intended impact has yet to be realised. Leaders must ensure that this scheme is implemented effectively and reviewed comprehensively. The progress of pupils must be carefully and regularly monitored to ensure any gaps are addressed immediately.
