Great Bookham School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils love to attend this exceptionally friendly, welcoming and happy school. The 'CLUB' values of curiosity, love, unity and belief are very clearly demonstrated throughout the school.

Many pupils talked about how the school is like a family. Relationships between adults and children are incredibly warm and caring. Older pupils take on the role of 'special friend buddies' for the children who join in Reception.

The school has high expectations of pupils, including those with special educational needs and/ or disabilities (SEND). From the early years, children develop strong learning behaviours, such as listening attentively and working collaboratively. Pupils achiev...e extremely well in national assessments in English and mathematics.

Pupils feel that their voice is heard in school and that they can make a genuine and positive difference to their community. The school council recently purchased new playground equipment. Pupils also become sports crew members, well-being ambassadors, prefects or house captains.

They appreciate these roles, which encourage them to become engaged and active citizens in their school.

Many staff and pupils commented on the significant improvements in the school in recent years. Parents were glowing in their praise of the school.

All stakeholders are rightly proud to be part of this wonderful school community.

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

Supported by the trust, the school has developed a broad and ambitious curriculum. It has clearly defined and sequenced the knowledge that pupils need to learn from early years to Year 6.

For example, in science pupils gradually deepen their understanding of the human body. First, they learn the names of body parts. They then learn about the digestive system and puberty.

Pupils in Year 6 are able to explain in detail the human circulatory system.

Reading is a high priority throughout the school. Pupils learn phonics from the start of Reception through a well-structured phonics programme.

For example, all pupils read in a group every day and one-to-one with an adult regularly. Those who find learning phonics difficult receive additional support from highly skilled staff. This gives these pupils, who may be at risk of falling behind, every chance of keeping up with their peers.

As a result, most pupils become fluent readers and develop a genuine love for reading.

Typically, the curriculum is taught effectively, and pupils learn well. For example, in art, pupils could talk about the techniques used by artists such as William Morris and Claude Monet.

In geography, pupils are able to connect their learning about continents, tectonic plates and volcanoes. Teachers demonstrate strong subject knowledge and check pupils' understanding carefully. However, in a small number of subjects, pupils did not always have enough opportunities to recall and apply new knowledge.

As a result, they were not able to articulate their learning so clearly.

The school identifies pupils' additional needs swiftly and ensures that effective adaptations are put in place to support their learning. As a result, pupils with SEND achieve as well as their peers.

Children in the early years develop exceptionally strong foundations for learning in a highly nurturing, language- and number-rich environment. The children quickly become deeply engaged in whatever they are learning. The overall quality of care and support in the early years is excellent.

Pupils' behaviour is exemplary. Children in the early years cooperate with each other and focus well on what they are doing. Older pupils demonstrate great enthusiasm for their learning.

Lessons proceed without disruption. Pupils know who to talk to if they are worried about anything. They feel very happy and safe in school.

The school has high expectations of pupils' attendance at school. It works tirelessly with children and families to remove any barriers to attending school.

The school provides exceptionally well for pupils' wider development.

All pupils attend a pantomime, and older pupils perform their school play at the local theatre. Pupils visit places of worship, local museums and London landmarks. They attend residential trips in Years 4, 5 and 6.

Almost all pupils participate in school clubs, for example on gardening, chess or Mandarin. Pupils love the annual snail racing event. They represent the school in sport, music and maths competitions.

Leaders ensure that disadvantaged pupils are well represented in these activities. The school prepares pupils very well for life in modern Britain. Parents describe the school as "a window to the world", reflecting the school's commitment to broadening pupils' cultural understanding.

Trust and school leaders collaborate very effectively. Governors and trustees know the school very well. Staff greatly appreciate the genuine care for their workload and well-being shown by leaders.

They benefit from the excellent development opportunities provided by the trust. Everyone is deeply committed to the trust's vision of the 'continual pursuit of excellence'.

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 does not always ensure that pupils are provided with opportunities to recall and apply key knowledge. As a result, pupils are sometimes unable to retain this as well as they should and apply it to future learning. The school should ensure that there is sufficient focus on the things that pupils need to remember and recall so that pupils can build their knowledge more effectively over time.

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