Bridport Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Bridport Primary is a happy and welcoming place. Leaders have high expectations for pupils, including those with special educational needs and/or disabilities (SEND). Most pupils, including children in the early years, strive to live up to these expectations.

Pupils are determined to try their best. They achieve well in many areas of the curriculum.

There is a shared commitment to include everyone.

Pupils value this highly. Pupils understand that differences are reasons to celebrate. If pupils need individual emotional or well-being support, there are trained staff at hand to help them.

Pupils know that being both mentally and physically healthy is i...mportant for their success.

Pupils behave well during lessons and at social times. They are polite and respectful to each other and adults.

Pupils say that when bullying happens, teachers sort it out quickly. Pupils learn well in a calm and happy atmosphere. Pupils say they feel safe in school.

Pupils develop their leadership skills through a range of opportunities. For example, as a peer mediator, junior governor or librarian.

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

Leaders have designed a broad and ambitious curriculum for pupils.

This begins in the early years. Leaders ensure that pupils build their knowledge and skills gradually over time. For example, children in the early years develop a secure understanding of the value of a number.

Older pupils solve problems involving fractions and percentages. However, in some subjects, leaders do not precisely identify the essential knowledge that pupils need to learn. When this occurs, pupils do not remember the curriculum's content.

In a few subjects, leaders do not know how well pupils have understood what they have been taught.

The curriculum for early reading is clearly sequenced. Pupils enjoy reading.

They become confident and fluent readers. Teachers follow the same routines in lessons and repeat important knowledge often to help pupils to learn. The books that pupils use to learn to read are well matched to their phonic knowledge.

Leaders and teachers check that pupils retain the phonic knowledge that they should. They provide extra support and time for pupils who find this harder.

Leaders ensure that pupils with SEND receive the support they need to learn well.

Teachers receive training that helps them to understand pupils' additional individual needs. Teachers adapt their teaching and learning activities to meet pupils' needs well. This helps to ensure that all pupils complete the same curriculum.

Pupils are polite and considerate towards each other and their teachers. Staff consistently and effectively manage and support pupils' behaviour. Pupils who struggle to manage their own behaviour receive appropriate support from staff.

During lessons, pupils' learning is rarely disrupted. Leaders keep a close eye on pupils' attendance. The rate of absence of some pupils remains too high.

Leaders are taking action to improve attendance.

Pupils' personal, social and emotional development is an emerging strength of the school. In the early years, children complete independent activities with confidence and curiosity.

Pupils learn about different cultures, diversity, different types of family and the importance of democracy and the rule of law. Trips and visits enrich and enhance pupils' learning. By Year 6, they have a good understanding of the Equality Act and most protected characteristics.

Pupils understand that people should not be treated differently because of these.

Pupils take on responsibilities and make a genuine difference to school life. There are many opportunities for pupils to develop their interests and talents.

These include music, sports and first-aid clubs. Pupils are inspired when learning about significant people. They know about career opportunities and have high aspirations for their own futures.

Trustees and leaders from the multi-academy trust know the school well. They provide effective support and challenge for school leaders. Staff value the training that they receive from the trust to develop professionally.

They appreciate that leaders are considerate of their workload and well-being.

Safeguarding

The arrangements for safeguarding are effective.

Leaders make sure staff are alert to the signs that a child may be at risk.

All understand their role to keep pupils safe. Staff take part in regular training to help recognise pupils at risk of harm. Staff are vigilant.

Record-keeping is thorough and appropriate.

Leaders are committed to supporting families and to deal with any concerns quickly. When early support is required, leaders are tenacious in gaining help for pupils.

Leaders work closely with external agencies to get the right help for families.

The curriculum provides ways for pupils to learn how to stay safe, including online safety.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some subject curriculums are not as well developed as others.

The exact knowledge that leaders want pupils to know is not precise enough. This means that pupils do not learn the subject's essential knowledge. Leaders should ensure that teachers know the important content to teach, so that pupils learn well.

• Sometimes, assessments do not check how well pupils understand and remember subject-specific knowledge and skills. As a result, pupils do not build on what they know. Leaders must ensure that assessment checks how securely pupils have acquired specific knowledge and skills, so that the curriculum is adapted accordingly.

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