Bell Farm Primary School

Name Bell Farm Primary School
Ofsted Inspection Rating Good
Address Hersham Road, Hersham, Walton-on-Thames, KT12 5NB
Phone Number 01932224009
Type Primary
Age Range 4-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 660 (49.1% boys 50.9% girls)
Number of Pupils per Teacher 22.7
Local Authority Surrey
Percentage Free School Meals 14.9%
Percentage English is Not First Language 16.1%
Persisitent Absence 8%
Pupils with SEN Support 13.6%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (24 March 2015)
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Information about this school

Bell Farm Primary is an above-average-sized primary school. The proportion of disabled pupils and those with special educational needs is average. The proportion of disadvantaged pupils supported by the pupil premium is average. This is additional government funding for pupils who are looked after or are known to be eligible for free school meals. There is a below average proportion of pupils from minority ethnic groups. The proportion of pupils who speak Engish as an additional language is also below average. Some of these pupils are at an early stage of learning English. The school has a Nursery catering for 52 chilfdren. They attend on a part-time basis five days a week . Approximtely half of the children in the Nursery transfer to the school’s Reception classes in the September of the year in which they are five. Children attend the two Reception classes full time. The school has a breakfast club. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics at the end of Year 6. The school, which was previously a junior school, became a primary school in September 2012. The Nursery opened in September 2013. The current headteacher was appointed in April 2013.

Summary of key findings for parents and pupils

This is a good school Pupils achieve well in reading, writing and mathematics at both key stages, given their starting points. Senior leaders have worked extremely hard within a short space of time to ensure pupils’ good achievement. Effective teaching ensures pupils make good progress. Teachers plan interesting and engaging lessons for pupils that they enjoy, and this helps them to pay attention and achieve well. Children achieve well in the Nursery and Reception classes because of effective direct teaching of basic skills. Very careful, thorough tracking of pupils’ progress ensures that any pupils falling behind are quickly identified and given well-targeted support and guidance to help them catch up. Good relationships and a positive, supportive learning environment ensure pupils behave well and feel very safe in school. Excellent leadership by the headteacher has enabled the school to make significant progress since its previous inspection. Teaching is effective, pupils achieve well and relationships are good. The school is improving rapidly. The deputy headteacher and senior leaders have worked well together as a team to support the headteacher’s vision for school development. They have been well supported by middle leaders and governors. This has ensured rapid improvement in pupils’ achievement, the quality of teaching and pupils’ enjoyment and success in their learning. It is not yet an outstanding school because : Staff in the early years do not always plan well enough to ensure challenge or excitement in activities the children undertake by themselves. Staff do not always show pupils effective strategies for their calculations in mathematics when marking their work and this sometimes slows their progress. Occasionally, learning is not set at the right level for pupils, especially for the most able, and feedback to pupils is not always effective enough to take their learning on.