We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Bovington Academy.
What is Locrating?
Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews,
neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Bovington Academy.
To see all our data you need to click the blue button at the bottom of this page to view Bovington Academy
on our interactive map.
Pupils thrive at Bovington Academy. They are happy and curious. Pupils describe their school with pride, especially the warmth and care they receive from staff.
Pupils also care for and respect one another. They welcome everyone into their community. Many pupils join the school at different times of the year.
They quickly settle into this inclusive school. The values of self-worth, engagement and purpose are understood by all. This is reflected in pupils' exemplary behaviour.
Pupils enjoy learning here. They are encouraged to ask questions and discuss their ideas. The school's curriculum is relevant to pupils.
Pupils remember what they have learned. ...Learning is enriched by trips and visits. Pupils talk enthusiastically about these experiences.
Pastoral care is exceptional. Pupils here feel part of the 'Bovvy family'. Nearly all pupils take up the school's extensive extra-curricular offer.
Pupils are encouraged to take responsibility for themselves and manage their feelings. Student leaders are excellent role models to younger pupils. Pupils who struggle with their learning or behaviour are very well supported.
Bullying is extremely rare.
What does the school do well and what does it need to do better?
The school's curriculum is ambitious for all pupils. In most subjects, the school has carefully identified the important knowledge it wants pupils to learn.
Pupils review this knowledge regularly. Teachers check and deepen pupils' understanding using precise questioning. Therefore, pupils talk confidently about their work and use previous learning to help them.
There is a sharp focus on learning vocabulary, including in the early years foundation stage.
In some subjects, the school has been less precise in its planning. The activities pupils complete, including in the early years, do not always ensure that they achieve what is intended.
Older pupils do not always have a secure understanding of how to work within different subject disciplines.
Children in the early years get off to a strong start. They learn to read as soon as they start school.
Pupils read books that match precisely to the sounds they know. All pupils listen to adults read every day. They learn from high-quality texts.
These are used successfully to 'hook' pupils into their learning of the wider curriculum. Pupils are encouraged to read widely. For example, many pupils take part in the school's reading challenge, the 'Bovington 100'.
Reading is celebrated and valued by all.
Pupils with special educational needs and/or disabilities (SEND) are accurately identified and supported. Information about how to support these pupils is shared effectively with teachers.
This means that pupils with SEND are supported well to learn the same curriculum as their peers.Pupils all play their part in creating a safe and inclusive environment. For example, during social times, pupil leaders support younger pupils as part of the school's 'listening ear' initiative.
Children in the early years interact kindly with each other. Staff model language effectively to help children overcome their differences. Their social and emotional development is prioritised.
Pupil leaders have an important role in rewarding other pupils for positive behaviour and kindness. As a result, all pupils, including those who have recently arrived at the school, feel welcomed and included. Pupils are nurtured, but they are also resilient.
They proudly talk about how everyone can 'just be themselves'.
The school provides exceptional pastoral care. It works closely with its families and other agencies when needed.
This means that pupils want to come to school. Transition into Reception is carefully planned, including for pupils with SEND. Children in the early years settle quickly into routines.
The large number of pupils from military families quickly develop a strong sense of belonging. Pupils remember important messages about how to stay safe online. They are well prepared for life in modern Britain.
The school has prioritised pupils' cultural development. All pupils have the opportunity to attend residential trips. The school ensures that pupils, including those with SEND and those who are disadvantaged, attend the wide range of clubs and activities on offer, including a range of sports clubs, a school choir and careers-related events.
The school is at the heart of its community.
The school, with support from the trust, has improved significantly. Leaders have created a culture which celebrates their unique community and promotes professional development.
They have created clear and effective systems. Published outcomes have improved. Staff feel valued and supported.
They are united in their purpose to do the very best for the children in their care.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• The school has not sufficiently planned the disciplinary knowledge that pupils need in some subjects.
Activities in lessons are therefore not always ensuring that pupils achieve the intended outcome. This means that the use of assessment is not always assuring leaders that pupils are able to do more over time. The school must ensure that curriculum planning and implementation in these subjects supports pupils to achieve well in all areas of the curriculum.
