Bedfont Primary School

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About Bedfont Primary School

Name Bedfont Primary School
Ofsted Inspections
Mrs Gemma Donnelly
Address Hatton Road, Bedfont, London, TW14 9QZ
Phone Number 02088904755
Phase Primary
Type Community school
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 607
Local Authority Hounslow
Highlights from Latest Inspection

What is it like to attend this school?

Staff have high expectations of what pupils can achieve at Bedfont.

This is a welcoming and inclusive school. All pupils follow the ambitious curriculum, including those with special educational needs and/or disabilities (SEND). Pupils enjoy coming to school.

They are kept safe and know who to talk to if they have a concern.

Pupils behave well. They understand the school's values and appreciate the support from staff if they struggle.

They value the help the school provides for their mental and physical health. Children in early years settle quickly into the school's routines and learn well together. Pupils understand what bullying is.

Staff... take swift and effective action if it occurs.

Pupils are very positive about recent changes in the school that have increased the number of wider opportunities on offer. They enjoy taking up responsibilities such as well-being ambassadors and prefects.

Pupils are motivated by rewards given for good work and their contributions to school life. They enjoy trips to places of interest, such as Boston Manor Park and the Natural History Museum. They make the most of opportunities to gain confidence in swimming, as well as participating in a range of other sports.

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

The school has designed a curriculum that is broad and ambitious right from the start. This enables children in early years to grasp ideas securely and to develop the foundation knowledge they need to start Year 1. The subjects that pupils study match the breadth of the national curriculum.

Pupils build on their knowledge as they move through the school. For example, they regularly revisit mathematical concepts and vocabulary, enabling them to confidently apply their learning when tackling more difficult tasks in key stage 2.

In most subjects, teachers have good subject knowledge.

They explain ideas clearly. They design activities that help pupils to remember and practise what they have learned. In a few subjects, the curriculum is at an earlier stage of development.

In these instances, teachers have not completed training to ensure that all intended knowledge is covered consistently. Where this is the case, pupils do not have as many opportunities to develop deeper knowledge and apply their learning in different contexts.

The school has increased the emphasis on the importance of reading in the curriculum.

Staff recognised that there was more to do to ensure that all pupils could read with confidence. The curriculum is designed so that pupils develop the phonics knowledge they need to become fluent and accurate readers. Effective training has ensured that phonics is taught in a logical order.

Staff ensure that books are matched to the sounds that pupils have been learning. They provide effective support for pupils who struggle, including those who join the school at different times, so that they catch up with their peers. Pupils with SEND receive extra help with reading so that they can gain the fluency they need to access the curriculum successfully.

Staff ensure that pupils continue to develop reading skills as they move through each year. The school promotes a love of reading in all year groups. It plans regular visits to the library, competitions and opportunities for staff and pupils to share their favourite books.

The school ensures that there are clear and effective systems for identifying pupils with SEND. The school works well with external agencies to ensure that specialist advice is sought and acted upon. Staff use information about pupils' needs well to make adaptations to tasks and activities.

This means that pupils with SEND access the same curriculum as their peers, wherever this is possible. Staff provide specific support to individuals and small groups, ensuring that the right help is available when pupils need it.

Staff have high expectations of pupils' behaviour.

The school has recently made changes to the behaviour policy. It has increased support to help pupils manage their own behaviour if they struggle. Staff have had effective training to manage behaviour calmly and consistently.

Pupils have responded well to this and understand and rise to the expectations staff have of them. Relationships at the school are positive and respectful.

Pupils enjoy learning about difference and diversity.

They are keen to take up responsibilities and enjoy helping others. Older pupils take an active role in supporting younger ones, for example as reading buddies and prefects. The curriculum helps pupils to learn about keeping themselves safe and the importance of respectful behaviours towards others.

The school emphasises the importance of high attendance. Most pupils attend well. Staff are swift in identifying any concerns and work closely with external agencies to support pupils' well-being if they identify a concern.

The school has a clear and accurate view of current strengths and areas for development. Careful thought has been given to the prioritisation of actions and the evaluation of their impact. The school has ensured that there are good-quality opportunities for professional development.

Staff appreciate the focus on developing their practice.

Governors have received effective training to support them in their roles. They share leaders' high ambitions for all pupils at the school.

They know the school well and hold leaders to account. They ask questions of the information they receive about the impact of actions taken to drive improvement.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some subjects are at an earlier stage of design and implementation and are not firmly embedded. In a few areas, teachers are developing their subject knowledge and still getting used to delivering the new curriculum content. The school should ensure that appropriate training and support are provided so that the curriculum can be implemented with confidence and consistency.

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