Bakewell CofE Infant School

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About Bakewell CofE Infant School

Name Bakewell CofE Infant School
Ofsted Inspections
Headteacher Mr Ben O'Connell
Address Bath Street, Bakewell, DE45 1BX
Phone Number 01629812322
Phase Academy
Type Academy converter
Age Range 5-7
Religious Character Church of England
Gender Mixed
Number of Pupils 30
Local Authority Derbyshire
Highlights from Latest Inspection

What is it like to attend this school?

Bakewell C of E Infants School is a happy place.

Leaders have created a safe and caring environment in which pupils thrive. Pupils enjoy learning here. They appreciate the positive relationships they have with teachers and other adults.

Teachers have high expectations for what all pupils can achieve. They know pupils very well and provide lessons that meet the needs of all. Pupils try hard in lessons.

At playtimes, pupils benefit from a large and well-equipped outside area. Staff organise sports and other activities. Pupils play together enthusiastically.

They experience opportunities to visit the wider local area for art projects and to learn about ...local history. Pupils in key stage 1 enjoy weekly swimming sessions at the nearby swimming pool. Children in the early years learn and play in a well-planned and interesting environment.

Pupils are confident and polite. They behave well. Teachers help them to learn positive behaviours and routines.

In daily collective worship, pupils learn about Christian values such as kindness, generosity and respect. Pupils enjoy rewards that they get for demonstrating these values in school. They enjoy listening to stories and singing together.

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

Since their appointment in April 2022, the executive headteacher and head of school have developed an ambitious curriculum for all pupils. Pupils learn a wide range of different subjects. Leaders have thought carefully about what pupils will learn from the early years through to the end of key stage 1.

They have worked on the curriculum with leaders from the nearby junior school to make sure that pupils are ready for the next stage of their education. In some subjects, leaders have not provided enough detail about what they want pupils to learn. In these subjects, lesson activities do not always help pupils to learn and remember the important knowledge they need to deepen their understanding over time.

Leaders have prioritised reading. In phonics lessons, teachers model the sounds and give pupils opportunities to practise. On some occasions, teachers do not model sounds as clearly as they might.

Teachers check pupils' reading regularly. They make sure that all pupils practise reading from books that match the sounds they know. As a result, most pupils quickly become fluent readers.

Pupils who struggle with reading get extra support from teachers and other adults. All pupils read daily from high-quality texts. Teachers provide books that match pupils' interests and help them to develop their understanding of the world.

Pupils enjoy reading.

In the early years, teachers help children to develop the fine motor skills they need for writing. In English lessons in key stage 1, pupils gain the knowledge they need to write well.

They get lots of opportunities to practise. Teachers give pupils regular feedback that helps them to improve their spelling, punctuation and grammar. Pupils learn how to edit their own work.

This helps them become better writers over time.

In mathematics lessons, teachers make sure that pupils learn the right concepts at the right time. They provide clear explanations and ask pupils questions to check their understanding.

Pupils get lots of opportunities to revisit knowledge. This helps them to remember what they have learned. Children in the early years enjoy a variety of interesting activities that help them gain the number sense they need to be ready for key stage 1.

Teachers use strong subject knowledge to plan interesting lessons. Sometimes, their explanations are not as clear as they need to be to help pupils learn new knowledge quickly. Teachers check pupils' understanding often.

This helps them to make sure that lessons meet the needs of all pupils. Teachers and other adults provide excellent support for pupils with special educational needs and/or disabilities to make sure they learn as well as their peers.

There is a well-considered curriculum for personal, social and health education (PSHE).

Pupils learn how to keep themselves safe and healthy. Through PSHE lessons, collective worship and other lessons, pupils learn about equality, diversity and fundamental British values. They learn about Christianity and other religions and cultures.

Leaders have worked hard to establish stability for the school after a period in which there have been a number of changes to leadership and staffing. They have improved links with the community and the local junior school. Leaders from the multi-academy trust along with trustees and governors know the school well.

They provide strong support to leaders to continue to develop the curriculum. Staff say that they are proud to work at the school.


The arrangements for safeguarding are effective.

Leaders ensure a strong culture of safeguarding in the school. Staff know how to identify and report any concerns about pupils. When they have concerns, leaders act quickly and effectively.

They work well with other agencies and keep detailed records. Leaders provide strong support for vulnerable pupils.

Leaders make sure that they make appropriate checks on staff and visitors to the school.

All staff receive regular and detailed safeguarding training.

Pupils say they feel safe and cared for at the school. They know how to keep themselves safe, including online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some curriculum thinking does not identify precisely enough what pupils should learn and when. The plans contain broad goals for pupils to achieve but they do not describe the components of knowledge pupils will need to learn to achieve these goals. Pupils do not always know what the important knowledge is that they should remember.

They cannot always recall what they have learned. Leaders need to ensure that the curriculums are detailed enough to support teachers to deliver lessons that help pupils deepen their understanding over time. ? In some lessons, new knowledge is not presented as clearly as it might be.

Sometimes, teachers present too much information too quickly. When this happens, pupils do not learn as well as they might. Teachers need to consistently present knowledge to pupils so that they learn quickly and remember what they have learned.

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