Bourne Elsea Park Church of England Primary Academy

Highlights from Latest Inspection

Outcome

Bourne Elsea Park Church of England Primary Academy continues to be a good school.

What is it like to attend this school?

Pupils are proud of their school. They are respectful of themselves, others and the environment, as embodied in the school's '3Rs'.

They are safe and happy. They care for each other. Typically, an older pupil said, 'It is a safe place to make mistakes!' Pupils and staff live the school's values daily.

Staff have high expectations of behaviour. Pupils are polite and welcoming. They behave well.

They focus on their learning. The school's atmosphere is calm and purposeful. Pupils say that bullying rarely happens.

They are confident that s...taff would deal with bullying, if it were to occur. They know to share any worries with their 'safe hands' trusted adult.

Opportunities for pupils' personal development are exceptional.

Pastoral care is strong. Leaders successfully focus on pupils' character education. Staff provide opportunities that enable pupils to flourish.

Staff nurture pupils to become independent, resilient and confident. Pupils speak passionately about many extra-curricular opportunities, including the residential visit to Whitby. They have positive experiences that create lasting memories.

Parents and carers value the school. Typically, a parent commented: 'The staff care so much and ensure that children's well-being is looked after. This is a special school.'



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

Leaders lead with a strong moral purpose. They set out high expectations of staff and pupils. Staff embrace and promote the school's values.

They have developed a strong sense of belonging across the school.

Leaders ensure that the curriculum is broad in its scope for all pupils, from Reception to the end of Year 6. This extends beyond the expectations of the national curriculum.

For example, younger pupils learn Spanish. Leaders have developed ambitious curriculums in many subjects. The English, mathematics and science curriculums are particularly aspirational.

Subject leaders and teachers set high, yet realistic, expectations. Teachers enable pupils to revisit and build learning over time. For example, pupils develop sophisticated mathematical learning of shape and geometry across the years.

However, leaders have not ensured that all subject curriculums are ambitious enough. For example, teachers are not aspirational enough in design and technology and in art.

Teachers have strong subject knowledge.

They enable pupils to learn key knowledge and skills. Teachers check pupils' learning. Through effective questioning, they probe and extend pupils' understanding.

Teachers address errors and misconceptions. They make sure that pupils know and remember more over time. Teachers refine their teaching through well-planned training.

Teachers make sure that the curriculum is suitably demanding for pupils with special educational needs and/or disabilities (SEND). Staff support these pupils to learn well. Many parents recognise the positive provision for pupils with SEND.

Leaders prioritise reading. They ensure that pupils at an early stage of reading learn to read confidently. Staff are trained to use phonics resources well.

Leaders make sure that children in the early years get off to a swift start in learning to read. Staff assess pupils regularly. They support those pupils who require it to help them to keep up with their reading.

All pupils engage in reading daily. Pupils read for pleasure. They develop a love of reading.

Children in Reception get off to a great start. Staff provide rich experiences that promote children's personal, social and emotional development. Staff develop early literacy and mathematics well.

Children adopt positive habits and attitudes. They play, explore, learn and think creatively. Staff care for pupils very well.

Staff provide extensive opportunities that promote pupils' personal development. They foster pupils' deep understanding of diversity, equality and respect. Pupils develop a mature understanding of the protected characteristics.

Staff provide pupils with leadership opportunities. For example, pupils can be e-safety champions, play leaders, Unicef ambassadors, student councillors and active volunteers, among other roles. Pupils are very well prepared for life in modern Britain.

Leaders ensure that the personal, social, health and economic (PSHE) education curriculum is well thought through. They flexibly adapt PSHE to address potential local risks. They give pupils structured opportunities to learn about physical and mental health.

Pupils learn about age-appropriate relationships and sex education. Staff promote pupils' moral development well. Pupils learn to debate and know right from wrong.

They learn to appreciate cultural diversity. They learn about different religions and faiths. Pupils cherish the links with a partner school in Kenya.

Trustees and governors fulfil their responsibilities well. They support and challenge leaders appropriately. They ensure collaboration with other schools in the trust.

Staff value the support and guidance that leaders provide. They recognise that leaders are mindful of their workload and well-being. They are proud to be part of, and enjoy working at, the school.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have developed a strong culture of safeguarding. They understand their responsibilities.

They act swiftly when they identify concerns related to pupils' welfare. Leaders work with other agencies to provide support. They readily challenge other professionals, when needed.

Leaders maintain thorough safeguarding records.

Staff know that 'safeguarding trumps everything!' They understand the importance of safeguarding. They know what signs to look for.

They follow the school's policy. Staff help pupils know how to keep safe in the community and when online.

Leaders complete all pre-employment checks before adults start working with pupils.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some foundation subject curriculums are not as ambitious as others. There is some inconsistency in the expectations for pupils in these subjects. As a result, pupils do not have the opportunities to gain knowledge and skills fully in these subjects.

Leaders need to ensure that all subject curriculums, in terms of curriculum intent and implementation, are ambitious and reflect high learning expectations. This will help all pupils to meet higher expectations, and to know and remember more in all subjects.

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 first ungraded inspection since we judged the school to be good in April 2017.