|Name||Bedford Drive Primary School|
|Ofsted Inspection Rating||Good|
|Address||Bedford Drive, Rock Ferry, Birkenhead, CH42 6RT|
|Religious Character||Does Not Apply|
|Number of Pupils||421 (54.9% boys 45.1% girls)|
|Number of Pupils per Teacher||20.9|
|Percentage Free School Meals||43.2%|
|Percentage English is Not First Language||3.2%|
|Pupils with SEN Support||19%|
|Catchment Area Information Available||Yes|
|Last Distance Offered Information Available||No|
Highlights from Latest Full Inspection✝
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Information about this school
The school does not meet requirements on the publication of information on the school website about the curriculum, the governing body and information about the performance of pupils at the higher levels. The school is larger than the average-sized primary school. The school moved to a new building in September 2016. There is on-going building work on the school site. The proportion of girls and boys varies across the year groups. Children attend Foundation 1 part time. Foundation 2 classes provide full-time early years provision. Around half of the children in Foundation 2 join the school from a wide number of other, or no, early years settings. Most pupils are of White British heritage. The proportion of pupils who speak English as an additional language is below average. The proportion of pupils who have special educational needs and/or disabilities is high. No pupils have a statement of special educational needs or an education, health and care plan. The proportion of disadvantaged pupils is high and is about double the national average. A large number of pupils join and leave the school at other than the normal times. Since the previous inspection, the school has experienced some staffing changes. The early years leader and Foundation 1 teacher joined the staff two days before the inspection. A quarter of the teaching staff have joined the school since the previous inspection and four teachers have had extended periods of absence due to maternity leave. The school met the government’s floor standards in 2016. These are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. A private provider offers a breakfast and after-school club on the school’s premises. This provision is subject to separate inspection arrangements. Inspection reports may be viewed on the Ofsted website.
Summary of key findings for parents and pupils
This is a good school The headteacher is an effective leader. Her drive and determination to improve the school is fully shared by staff and governors. Their hard work and commitment have successfully improved teaching since the last inspection. Pupils now make good progress across the school. Standards at the end of each key stage are close to average and continue to improve. Leadership responsibilities are shared among the staff. The enthusiasm, commitment and skills of senior and curriculum leaders are ensuring that the school has the capacity to improve further. Disadvantaged pupils’ personal and academic needs are met well, and they make good and sometimes rapid progress from their starting points. Over time, their outcomes have got better and are still improving. Teaching is good and teachers check pupils’ learning regularly. They provide pupils with careful explanations to move learning on. Leaders’ hold teachers strictly to account for how well their pupils are doing. Good teaching and a lively curriculum in the early years provide children with a secure and happy start to school life. Pupils are polite and friendly. This is a happy school where pupils feel safe, have positive attitudes to learning and behaviour is good. Pupils new to the school are made very welcome. They achieve well from their different starting points because their needs are identified quickly and met successfully. Governors have a clear understanding of how well the school is doing. They carefully check all aspects of the school’s work and provide good levels of challenge for leaders. Leaders make sure that the most vulnerable pupils are supported effectively. There is a strong culture of safeguarding in the school. The vast majority of parents hold positive views about the school. Some parents think that communication systems could be improved. The school website does not show all the required statutory information. Despite leaders’ firm focus on improving attendance, this aspect remains too low. Although closing, some gaps remain in pupils’ grammar, spelling and punctuation skills. Provision for the most able pupils, while good overall, does not always provide enough challenge to enable these pupils to reach their full potential.