Bowes Hutchinson’s CofE (Aided) School

Highlights from Latest Inspection

What is it like to attend this school?

This small school plays an important role in the local community. Pupils enjoy attending and are happy and safe here.

Staff describe being part of the 'big Bowes family'. Parents recognise the school as a nurturing and caring space, where their children are valued. Children in the early years get off to a strong start.

At social times, pupils of all ages play harmoniously together. They enjoy exploring on the 'Gruffalo trail' in the outdoor space.

The school has not done enough to maintain a good quality of education over time.

Systems to check standards have not been strong enough, including at governance level. The previous turbulence in leadership... contributed to this decline. However, parents are reassured by recent improvements and the stability brought about by newly appointed leadership.

Parents share their optimism about these improvements and feel the school is 'turning a corner'.

The ethos of the school is strongly underpinned by pupils' faith. Pupils benefit from strong links with the church and regular collective worship is a meaningful experience for them.

Pupils learn about the role they play in this community. During the inspection, pupils enjoyed attending and offering contributions to Harvest Festival.

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

New leaders have ensured that the right systems are in place to help pupils learn to read well and develop secure mathematical understanding.

The impact of these changes is starting to be seen. Pupils can use their phonic knowledge to read independently. Older pupils develop their confidence through structured reading practice.

As a result, pupils are displaying increased enthusiasm for reading. Pupils of all ages enjoy mathematics and talk about what they have learned. They can use sound reasoning to solve problems.

The school has begun to strengthen the wider curriculum. Some subjects are further developed than others. In some subjects, the school has not considered fully how pupils in mixed-age classes can build on their prior learning.

At times, this can mean that the curriculum for older pupils is not ambitious enough.

Leaders have prioritised the subject knowledge of staff, many of whom have attended a range of recent curriculum training. Teachers' explanations are clear.

In most cases, they identify pupils' misconceptions quickly and make sure these are addressed. This is particularly strong in the early years. Staff in the early years adapt the curriculum effectively, so that children get off to a strong start.

However, the school has not designed the curriculum carefully enough, so that pupils can remember what they have learned over time. This means that some pupils struggle to link new learning with what they have learned before.

Pupils with special educational needs and/or disabilities (SEND) are well supported in this small school.

Teachers have a good understanding of their needs. Teachers ensure that these pupils have the help they need to learn alongside their peers.

The school has introduced rigorous assessment processes in phonics and mathematics, so that staff can identify gaps for pupils and address them quickly.

Similar assessment systems are not in place across some of the wider curriculum. This means it is difficult for staff to be clear about exactly what pupils know. In the early years, however, assessment is more secure.

Adults are clear about what children can do and this information is used to inform next steps.

Pupils behave well across the school. Adults make their expectations clear and pupils enjoy meeting these.

Pupils treat each other kindly. They show maturity in their interactions. Older pupils enjoy being role models for younger children.

Pupils explain that bullying does not happen because it 'wouldn't be right'. They would feel confident to challenge bullying if they saw it. Pupils have a strong sense of right and wrong, they model tolerance and respect.

However, they do not learn about some key messages that will prepare them for later life, including fundamental British values and some protected characteristics.

Pupils and parents alike value the opportunities that are offered outside the classroom. They appreciate the range of extra-curricular clubs, including gardening, sports and baking.

There is a strong emphasis on active and healthy lifestyles. Pupils regularly access a wide range of sporting opportunities through festivals and competitions. Staff arrange trips and visits that are well matched to pupils' learning and interests.

Pupils talk with enthusiasm about outdoor adventure residential trips and the cultural visit to London.

Over time, monitoring systems have not been robust enough to identify and address areas where standards have slipped. This is changing.

Leaders are motivated and tackling aspects which need to be improved. Staff feel well supported and echo the optimism of parents about recent changes. Staff explain how efforts are being made to manage their workload.

They are proud to work at this school and serve this community.

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, the curriculum is not ambitious enough for older pupils in mixed-age classes.

It does not take account of their starting points and build on their prior knowledge. This means that pupils struggle to remember what they have learned over time. The school should ensure that the curriculum is ambitious and logically organised across all subject areas to prepare pupils for the next stage of learning.

• The school has not developed clear assessment systems in subjects other than English and mathematics. This means that teachers are not able to identify gaps in pupils' learning and take prompt action to address these. The school should ensure that assessment processes are in place across the curriculum and that staff are confident in how these can be used to inform future learning.

• The curriculum for personal development does not provide explicit teaching opportunities around British values and protected characteristics. This means that pupils are not prepared well for life in modern Britain. The school should ensure that the curriculum provides pupils with regular opportunities to learn about these key messages.

• Recently introduced systems for monitoring the quality of provision across the school are in the very early stages of development. This means that some leaders, including governors, do not have a full picture of the areas for development within the school. The school should ensure that monitoring procedures quickly identify any gaps in provision to enable leaders to take action to address them.