Great Bowden Academy, A Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

At Great Bowden Academy relationships between staff and pupils are positive and nurturing. This gives the school a strong family ethos which is supported by its Christian values which run through all aspects of school life.

As a result, pupils are caring and welcoming towards those around them. They feel safe, enjoy coming to school and attend well. One pupil shared, 'We have worry buddies.

They are our trusted adults that we can share any of our worries or concerns with.'

The school has high ambition for pupils' achievement. As a result, pupils show positive attitudes to their learning and achieve well.

Pupils respond well to the school's high expe...ctations of their behaviour. The vast majority of pupils focus well in lessons. Pupils know and follow the school rules: 'Be ready, be respectful, be responsible'.

Pupils treat each other and staff with courtesy and respect. They are supportive of their peers and maturely recognise that some pupils may need additional help to regulate their emotions and behaviours.

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

Children get off to a strong start in the Reception Year.

Staff make effective use of resources and equipment to successfully design learning activities which encourage children to explore, take risks and learn through play. This supports children's learning and development across the early years curriculum. Staff have introduced clear routines which children follow closely and develops their independence.

Children are well-prepared for their next stage of education.

The school prioritises reading. Staff have been well trained to deliver the phonics programme.

Extra support is in place for some pupils who are at risk of falling behind the pace of the programme. The reading books that pupils take home are carefully matched to include the sounds that they have learned. This supports pupils to develop their reading fluency and overall confidence with reading.

Staff read to pupils daily. The school chooses diverse, high-quality texts that strengthen pupils' awareness of the world around them.

The mathematics curriculum is a strength of the school.

It focuses on pupils' mathematical fluency. Pupils successfully use and apply their fluency skills in problem solving tasks and reasoning about number. Teachers model lesson content well and their explanations are clear.

Across the range of subjects taught, misconceptions that pupils have about their learning are addressed in the moment. For example, staff discuss the reasons behind a mistake. Pupils show high levels of engagement and take pride in the work that they produce.

Pupils' conduct in lessons and around the school is positive.

The school has created an ambitious curriculum for subjects in the wider curriculum. Some of these subjects are more established than others.

For example in history, the school has identified the important knowledge that pupils should know and remember. Lessons regularly recap pupils' previous learning. As a result, pupils' recall of knowledge in history is secure.

This depth of knowledge is not as secure across other subjects in the wider curriculum. This is largely because some of the curriculum content has recently been changed or there is a new curriculum in place.

The school has a clear and effective approach to identify and support pupils with special educational needs and/or disabilities (SEND) for the majority of their learning.

The school works proactively with a range of external professionals to seek expert guidance to strengthen the support they offer. However, the school does not ensure that learning is adapted as successfully as it could be across all subjects. As a result, for some pupils, including some pupils with SEND, learning opportunities are missed.

Pupils are prepared well for life in modern Britain. For example, they demonstrate an age-appropriate understanding of different types of families and the difference between healthy and unhealthy relationships. Pupils know how to keep themselves safe, including online.

They understand the importance of equality and they respect difference. Pupils access a range of clubs and trips. Pupils enjoy taking on leadership positions such as being a school councillor.

These opportunities develop pupils beyond their academic achievements. They increase pupils' independence as well as their talents and interests.

The school carefully considers staff's workload and well-being.

Staff appreciate the professional development opportunities available to them, particularly the chance to network with colleagues from across the trust. This gives them the knowledge and expertise they need to support pupils to achieve the best possible outcomes. Those with responsibility for governance know the school's strengths and priorities well.

They offer appropriate support and challenge and fulfil their statutory duties.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum for some subjects in the wider curriculum is new in its implementation or has undergone some changes.

As a result, pupils' knowledge is not as secure as it is in subjects that are more established. The school should ensure that work to embed all areas of the curriculum is completed so that pupils know and remember more of the intended curriculum. Teachers do not consistently adapt learning effectively for some pupils.

This means that the learning for some pupils, including some pupils with SEND, is not as carefully considered as it could be when tasks are adapted to meet their individual needs. As a result, some pupils do not achieve as well as they could. The school should ensure that teachers gain the knowledge and understanding they need to adapt learning with greater success and precision so that pupils achieve the best possible outcomes.

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