Bedmond Academy

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About Bedmond Academy

Name Bedmond Academy
Ofsted Inspections
Miss Lora Grant
Address Meadow Way, Bedmond, Abbots Langley, WD5 0RD
Phone Number 01923262825
Phase Academy
Type Academy sponsor led
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 91
Local Authority Hertfordshire
Highlights from Latest Inspection

What is it like to attend this school?

This is a friendly and welcoming school. Relationships between pupils are warm and positive.

Pupils include each other in their games and activities. In class, pupils debate ideas in a considered way. Pupils listen to each other and are confident to express their own views.

Pupils develop their understanding of others and celebrate differences.

Pupils are enthusiastic about their learning. They make the most of the opportunities they have to develop their interests.

Pupils enjoy taking part in the wide range of trips and other activities that enhance their learning. Children in early years get off to a strong start.

Pupils behave well and ar...e proud of their school.

Pupils learn in a calm and well-ordered environment. Pupils report that bullying is rare. Pupils will talk to an adult if they are worried.

They are confident that adults will listen and help them. Pupils learn to keep themselves safe online.

Pupils enjoy the extra responsibilities they are given that develop their leadership skills, such as those of pupil librarians.

Pupils are encouraged to contribute to their school community.

Parents and carers appreciate the work of the school. An overwhelming majority of parents feel that their children are happy, safe and well cared for.

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

Leaders have designed an ambitious and well-organised curriculum. They have high expectations of every pupil and want them to learn well and succeed. This includes pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils.

Learning is well planned so that pupils can learn and deepen their understanding in each subject.

Teachers plan and teach lessons that help pupils gain the essential knowledge they need to help them achieve well. Teachers make learning relevant.

They are confident in their subject knowledge and make the most of the continuing professional development that leaders provide. Teachers plan opportunities for pupils to revisit and practise in order to secure new learning.

Leaders prioritise the teaching of reading.

Children begin to learn phonics as soon as they start in Nursery and Reception. Staff know exactly what help to give children as they begin to master their sounds and blend them together. They become confident and fluent readers.

Leaders ensure that pupils who are less confident with reading get the help that they need to catch up. Pupils read widely and with enthusiasm. Teachers carefully choose texts that broaden pupils' understanding across a range of subjects.

Adults understand how to help pupils with SEND to make the best progress possible. They provide just the right amount of support so that pupils with SEND can develop independence. They work well with other agencies to identify precisely what pupils need to know next and what support may be appropriate.

Pupils like the clubs after school, including those that help to keep them active. They vote to elect pupil researchers, and explain how adults have the chance to vote for members of Parliament. They enjoy learning about what people believe, and they recall what they have learned about different faiths.

For example, pupils describe some of the food that is important to people of the Jewish faith and how this is different for Christians and Muslims. Pupils say that discrimination is not tolerated and know that they must treat everyone fairly.

Children settle quickly into early years.

Children play and learn happily in a purposeful and calm environment. Adults ask appropriate questions to encourage children's use of language and conversation. Leaders have clear plans to make further improvements to the outdoor area.

Governors and trustees have made sure that leaders have had the right support to make the school a better place to learn. Staff speak highly of the training that they have received and say that it has made a difference. Staff feel that they get the help that they need from leaders to manage their workload effectively.


The arrangements for safeguarding are effective.

Leaders act decisively to make sure that pupils are safe. They have developed clear systems to identify anyone who is at risk.

Staff are vigilant. They know how to report any concerns, and leaders follow these up straightaway.

Leaders keep detailed records.

These are used to help any pupils or families who need further help and support. Where appropriate, leaders involve other agencies to work with families in need.

Governors check that the systems in place to keep pupils safe are working.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, pupils' work does not reflect their depth of knowledge and understanding. This is not the same in other subjects such as English, where pupils produce work that demonstrates well what they know and can do. Leaders should ensure that the expectations of pupils' written work are consistently high across all subjects.

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