Bedenham Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Bedenham Primary is a school where staff put the needs of pupils at the heart of all they do.

Pupils are happy and well cared for. Leaders have set out a clear strategic vision, which embodies the school's three key values of 'respect, resilience and aspiration'. As a result, pupils achieve well in a nurturing environment where they feel safe and valued.

The school has high ambitions that all pupils reach their potential. Pupils respond to these ambitions by working hard and achieving well. They take pride in their work and are keen to continue improving where they can.

Those with special educational needs and/or disabilities (SEND) receive the extra support ...they need in a considered and sensitive way.

This is a school where pupils' social and emotional health is paramount. Pupils are very well supported to achieve their best.

Pupils who have needed pastoral support are particularly complementary of the help they have been given. The school provides many opportunities for pupils to take on positions of responsibility. These include being house captains, 'young governors' and playground buddies.

Pupils behave well. They are respectful towards each other and towards adults. Pupils celebrate differences and say that everyone is welcome at their school.

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

The school has a broad curriculum that reflects the ambition of the national curriculum. This curriculum sets out what it wants pupils to learn and by when. The school prioritises reading.

Younger pupils benefit from phonics that is delivered consistently well. This is because the school has ensured that staff receive the professional development they need to teach reading well. Staff check pupils' learning and ensure that pupils' pronunciation is accurate.

Staff check regularly what pupils know and remember in phonics. Most quickly gain the knowledge and skills they need to become confident, fluent readers. Those who don't are quickly identified and given additional effective support to keep up.

Some pupils take on the valuable role of 'reading ambassadors' in key stage 2 to promote and recommend good books for others to read.

Pupils typically build their knowledge, skills and vocabulary well over time. In a few subjects, including in mathematics, the school does not always emphasise or revisit the most important concepts and knowledge that pupils should learn sufficiently.

As a result, pupils' learning does not always build on earlier content. This hampers some pupils from developing a strong body of knowledge over time in these subjects.

The early years curriculum builds knowledge, understanding and vocabulary progressively.

Children in the early years are excited by their learning. Staff plan activities that develop children's curiosity and independence effectively. There is a clear focus on communication and language which helps develop these skills well.

Adults model new words effectively in their interactions with children.

The school successfully identifies pupils' additional needs early. It puts in effective strategies that support pupils with SEND well.

This includes working closely with a range of external professionals. Pupils benefit from warm relationships with caring staff, who help them to self-regulate their emotions when needed.

The school has effectively revised and implemented a well-considered behaviour strategy.

Both staff and pupils say that behaviour has improved as a result. Staff are well trained in supporting pupils to manage their behaviour and giving them the best chance of achieving their potential. It is noticeable, for example, that classrooms are calm and positive spaces where learning is rarely interrupted and routines are well established.

During breaktimes and lunchtimes, pupils play well together. This means social times are an enjoyable experience for all. The school monitors pupils' attendance, to check for patterns, with rigour.

It knows the families well and provides support and challenge to families where attendance is a concern. This helps to improve attendance for those pupils.

The school promotes pupils' personal development well.

The school is developing its curriculum for preparing pupils for life in modern Britain well. Pupils benefit from coherently planned activities and experiences. There is a strong focus on developing pupils' confidence and character.

Pupils deepen their understanding of right and wrong. They understand the importance of respect by recognising that everyone is different and unique.

Governors fulfil their responsibilities well, including safeguarding.

They support and challenge the staff well. Staff appreciate the focus on their well-being and enjoy working at the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, the structure of the curriculum means that key knowledge is not revisited frequently enough. Where this is the case, pupils find it difficult to remember some of the key knowledge that is needed and gaps occur in learning. The school should ensure and check that important knowledge is revisited more frequently in all subjects so that teachers can build new learning on what the pupils have already learned and remember.

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