Bourton Meadow Academy

Highlights from Latest Inspection

What is it like to attend this school?

From the beginning of early years, staff have the highest expectations for what pupils can achieve. Pupils take great pride in meeting these expectations. In reading, writing and mathematics, many pupils achieve highly and are exceptionally well prepared for their next stage of education.

Pupils are very proud of their school. They know and understand the school's values deeply. Pupils spoke confidently about respect, resilience, curiosity and integrity and how values such as these are important to them.

Pupils treat each other kindly. Pupils are encouraged to be responsible, respectful citizens. They thrive through many opportunities such as 'guardians' and reading m...entors, who help younger pupils with phonics and learning to read.

Pupils feel safe and are happy. They have strong, positive relationships with staff and each other. Pupils know who to speak to if they have any worries.

Pupils know how to keep themselves safe online. Pupils learn about e-safety regularly and understand about issues such as cyberbullying.

Pupils' behaviour is impeccable.

On the playground, pupils cooperate harmoniously. They know the school's rules and routines well. Pupils line up, take turns and listen respectfully.

Staff use the school's behaviour policy effectively and with a sensitive, caring approach.

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

The school has designed an ambitious curriculum for its pupils. Where subjects are strongest, such as in English, physical education (PE) and Spanish, staff have identified the precise knowledge and key vocabulary that they want pupils to learn.

In these subjects, staff check pupils' understanding systematically. Staff identify errors and misconceptions in lessons and then help pupils to build their knowledge securely over time. This supports pupils in strengthening their understanding of the curriculum.

However, in a small number of subjects, the curriculum is not as well developed. In some subjects, the precise knowledge that the school wants pupils to learn is not as clear and pupils' learning is not checked as effectively. This means that some pupils are not learning as securely or achieving as well as they possibly could.

Children make a very strong start in the early years. From the beginning of the Nursery Year, children are immersed in language, stories and texts. Children are inspired by nursery rhymes, songs and traditional tales.

They love the opportunities to develop language through role play and engage in conversations in areas such as the home corner, mud kitchen and writing stations. Early reading and early mathematics are taught expertly. Children's personal, social and emotional development is taught consistently well.

There is a sharp focus on developing children's vocabulary and ensuring that there are no barriers to children's achievements. Staff have strong subject knowledge and an infectious joy for learning, which helps children to achieve highly. By the end of Reception Year, children are very well prepared for Year 1 and beyond.

Pupils love reading. They speak enthusiastically about the school library and books that staff share with them throughout the curriculum. The school has adopted a robust approach to teaching phonics and early reading.

Reading books that help those at the earliest stages of learning to read are matched closely to the sounds that pupils have learned. If pupils fall behind, they receive extra help so that they catch up to their peers quickly. Staff work tirelessly to identify pupils' needs quickly and support parents and carers, staff and pupils effectively.

Disadvantaged pupils, including pupils with special educational needs and/or disabilities (SEND), achieve well. Where necessary, the curriculum is adapted successfully for pupils with SEND.

Pupils enjoy the many trips and educational visits that enrich their learning meaningfully.

Extra-curricular activities include creative writing, football, netball, sewing, basketball and choir. Many pupils learn musical instruments such as the guitar, the piano, the violin and the drums. Disadvantaged pupils are prioritised and consistently benefit from these opportunities.

Pupils' attendance is high. For a small number of pupils, whose attendance is not as high as it could be, the school has positive relationships with parents and works successfully to address this.

Governors and trustees know the school's strengths and areas for development.

They are rightly proud of staff and pupils. They offer support and challenge to ensure that the school responds to leaders' high expectations for what pupils can achieve. Governors and trustees are considerate of staff workload and well-being to support this work.

Most parents are supportive and appreciate the efforts of the staff team. One parent summarised the thoughts of many, saying, 'The school is a magical place… a perfect blend of nurture and independence to ensure that the children are ready for the next transition in their educational journey.'

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects in the wider curriculum, precise curriculum knowledge is still being refined to make sure that what pupils are taught builds successfully on their prior learning. As a result, in some subjects, pupils' understanding is deeper and more detailed than it is in others. The school should continue its work to identify and sequence the most important knowledge in each subject so that pupils revisit and strengthen this over time.

• The school's effective use of assessment is not fully developed. In some subjects, staff do not identify whether pupils have developed the depth of knowledge and understanding that is intended securely. The school should ensure that staff have the necessary knowledge and expertise to be able to consistently check that pupils have a deep and secure understanding of what they have been taught and how this connects to broader concepts, making suitable adjustments to the curriculum where this is not the case.

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