Bugbrooke Community Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy at Bugbrooke Community Primary School. They feel safe and cared for.

Pupils trust staff to keep them safe. All pupils are made to feel welcome in this school.

The school has high expectations for all pupils.

Over recent years, the school has made some changes to the curriculum. As a result, pupils' performance in national tests has improved. Most pupils achieve good outcomes and are well prepared for their next stage of education.

In classrooms, and around school, pupils behave sensibly. Always polite and respectful, they work and play together happily. Pupils are proud to earn rewards for good behaviour and for displaying the school... values.

There are few incidents of poor behaviour. When they do happen, staff deal with them calmly and fairly.

Children in the early years get off to a great start.

The well-designed learning environment sparks children's curiosity and creativity. It supports them to develop their skills and gain knowledge about the world.

Many pupils proudly take on responsibilities in the school.

Roles such as house captain, kindness ambassador and sports leader help pupils develop their character and leadership skills. The school also provides lots of opportunities for pupils to explore their talents and interests in sports and music.

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

The school has developed a broad and challenging curriculum.

Across the full range of subjects, staff have carefully identified exactly what pupils will learn. The important knowledge is sequenced effectively to help pupils build their knowledge as they progress from the early years through to the end of Year 6. This means that they are well prepared for the next stage.'

Wow days' enhance the curriculum further by offering pupils memorable experiences. For example, visits to Flag Fen and Holdenby House help to bring the history curriculum to life.

The school is ambitious for all pupils.

It quickly identifies when pupils have additional needs. Pupils with special educational needs and/or disabilities (SEND) follow the same curriculum as their peers whenever possible. The curriculum is adapted suitably to meet individual needs when required.

In classrooms, staff help pupils with SEND to develop resilience and work independently. Pupils with SEND achieve well.

Children begin to learn to read at the very start of the Reception Year.

Pupils enjoy the routines in phonics lessons. They practise reading often from books that match the sounds they know. Most pupils quickly learn to read.

Those who fall behind are supported to catch up effectively. As they progress through the school, pupils read challenging and interesting texts that include poetry and non-fiction, as well as a range of different genres. Books are chosen carefully at every stage to expose pupils to different cultures.

Pupils learn about equality and diversity as they develop their reading fluency.Teachers have good subject knowledge. Most of the time, they use this to provide pupils with clear explanations of new concepts and make connections to what pupils already know.

Well-considered learning activities help pupils to consolidate their learning. However, on some occasions, learning activities lack focus or are not matched accurately to pupils' stages of learning. When this happens, pupils do not gain knowledge securely and cannot recall important knowledge.

Pupils enjoy learning. Teachers ask thoughtful questions to promote discussion and develop pupils' thinking. Pupils readily discuss their ideas.

However, sometimes teachers do not use these opportunities well enough to check pupils' understanding is accurate. Pupils follow instructions without fuss and work hard. Teachers check pupils' work carefully, but sometimes they do not give pupils sufficient time to correct mistakes or improve their work.

Because these routines for checking understanding and correcting misconceptions are not applied consistently, some pupils do not achieve as well as they could.

The curriculum supports pupils' wider personal development well. In personal, social and health education lessons, pupils are taught how to keep themselves safe and build positive relationships.

They learn how to regulate their emotions and maintain healthy lifestyles. Across the curriculum, pupils learn about fundamental British values and protected characteristics. As a result, they are respectful of differences and display tolerant attitudes.

Leaders and staff work together collaboratively to provide high-quality education and wider experiences for all pupils. Staff told inspectors that they are happy and proud to be a part of the school. They value the support they receive to develop their expertise.

Parents and carers appreciate the warm, caring environment at the school. 'It's all about the children at this school,' was typical of the many positive comments made to inspectors.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Sometimes, the explanations and learning activities teachers provide do not focus carefully enough on the important knowledge pupils need to learn. As a result, pupils sometimes do not gain knowledge securely and forget what they have learned. The school needs to ensure that teaching and learning activities help pupils learn and remember the important knowledge identified in the planned curriculum.

• Routines for checking pupils' understanding are not well established in some subjects. Pupils' misconceptions and knowledge gaps are sometimes not identified or corrected quickly enough. The school needs to ensure teachers check pupils' learning closely and provide opportunities for pupils to improve their work and deepen their understanding.

Also at this postcode