Bourne Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are kind and welcoming at Bourne Primary School. They demonstrate the school values of nurture, innovate, collaborate and empathise through their warm and respectful relationships. Pupils model the school's expectations to new classmates and show a deep interest in the range of cultures and languages spoken in the school.

They are happy in school and know that staff will work hard to keep them safe. Since the previous inspection, pupils' behaviour has been transformed.

Pupils work hard in lessons and enjoy their learning.

However, due to historic weaknesses in the curriculum and behaviour, not all pupils achieve as well as they should. Many struggle to... understand age-appropriate concepts because they have not mastered the basics in the preceding years. Pupils last year did not perform as well as they could in national tests.

Pupils enjoy a variety of exciting experiences that enrich their learning. They visit a local art gallery each year and act as art critics by writing reviews of the exhibitions they see. Pupils produce high-quality artwork that they exhibit in the local community.

They also experience annual theatre visits and take part in annual school performances. As a result of this approach, pupils develop a passion for creativity and the arts.

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

Since the previous inspection, leaders have made significant and necessary changes to the school.

They have introduced an entirely new and ambitious curriculum which is designed to gradually build pupils' knowledge in a range of subjects. Staff deliver this using the agreed order and techniques. Pupils appreciate this because resources and teaching approaches are predictable and familiar.

However, pupils fell behind in the past and are simply not ready to meet these raised expectations. Staff, at times, deliver the planned curriculum despite the pupils' unreadiness. Staff and leaders do not use assessment well enough to identify gaps in pupils' knowledge or use this information to adapt the curriculum to pupils' level of understanding.

Leaders have a strong understanding of the community they serve. Many pupils arrive and leave during the school year and a high proportion speak English as an additional language. Staff welcome all families with open arms, helping them to understand the school and its routines with patience and kindness.

Rapid support is given to pupils to help them communicate the essentials, and then to master the basics, of the English language.

Leaders have revamped the provision for pupils with special educational needs and/or disabilities (SEND). Leaders have reviewed pupils' needs and, in some cases, have applied for additional guidance and support from external agencies, some of which should have been in place some time ago.

In the meantime, staff have wasted no time in providing these pupils with the support they need. 'The Beach' is a good example of this work, providing specialist communication support for non- and semi-verbal pupils.

Leaders have made reading a priority for all.

Children in Nursery respond excitedly to the rich range of books they learn and start Reception Year with a love for stories. Well-trained staff teach phonics accurately from the beginning of Reception. As a result, the majority of pupils become confident readers swiftly.

This work is more established than other curriculum changes. The proportion of pupils who met the expected standard in the Year 1 phonics check was in line with other schools nationally last year.

As a result of significant work from leaders and staff, the school is now calm and orderly.

Staff use the school's 'NICE rules' consistently, and pupils respond to them positively. Staff have caring and supportive relationships with pupils. Pupils who require help to manage their emotions are increasingly well supported.

For example, they learn a range of strategies to express their emotions effectively. The school analyses attendance carefully and works with the local authority well to offer a range of support for pupils and their family. Pupils attend more frequently as a result.

Pupils learn how to maintain their physical and mental health well. Learning mentors work with pupils who need extra help and plan strategies to improve their well-being. They learn how to stay safe online and in the community.

Pupils are confident to share their views and respect the views of others.

Leaders and governors know the school needs to improve. They question their work constantly and make informed and courageous decisions in the best interests of pupils.

They work well with the local authority and other local schools to learn from others and review their work. The school has demonstrably improved since the previous inspection because of leaders' efforts.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Assessment processes do not routinely give leaders and staff the information they need. This means that leaders are not always able to identify how well pupils are progressing or where the curriculum needs to be altered. The school should refine the way it gathers and analyses assessment information so that leaders can keep a close eye on pupil groups and provide support where it is needed most.

• Staff do not always use assessment information to adapt the curriculum to pupils' needs. On occasion, they deliver the planned curriculum before pupils have grasped the prerequisite knowledge they need to complete this work. The school should ensure staff know how to assess pupils' prior knowledge and make appropriate adaptations to help pupils to catch up and make strong progress.

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