Bempton Primary School

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About Bempton Primary School

Name Bempton Primary School
Ofsted Inspections
Head Teacher Mrs Mary Doody-Greaves
Address 37 School Lane, Bempton, Bridlington, YO15 1JA
Phone Number 01262850508
Phase Primary
Type Community school
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 94
Local Authority East Riding of Yorkshire
Highlights from Latest Inspection

What is it like to attend this school?

This is a school where pupils are nurtured in all aspects of their development.

Staff and pupils have warm relationships. There is a strong sense of family at the school.

Pupils make positive progress through most subjects in the curriculum.

They enjoy learning. Teachers make lessons interesting. Pupils often read for pleasure, both individually and with their teachers.

Pupils with special educational needs and/or disabilities (SEND) are well supported and included fully in the school community.

Pupils are well behaved at the school. They are polite and kind to each other.

Pupils rarely experience bullying. Teachers deal with swiftly when it does occur.

Pupils experience a range of opportunities to broaden their interests, responsibilities and aspirations.

For example, pupils visit Bempton cliffs to observe birds. They then produce artwork, based on their visit, in the style of a local artist. Pupils join leadership teams, such as sports leaders, in school.

They support the work of local charities such as The Hinge Centre in Bridlington.

Pupils are happy and safe at this school. They have trust in the adults who care for them.

Pupils are confident to discuss any issues that are troubling them.

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

The school has great ambition for pupils. It has designed a curriculum that enables all to succeed.

The school has prioritised the development of the English, reading, mathematics and early years curriculums. This development has been very successful. The curriculum in these areas is well designed.

It enables pupils to progress well. Children in early years are provided with a strong foundation of knowledge and skills in preparation for key stage 1.

The school has used research to inform its development of the curriculums in English and mathematics.

Teachers are knowledgeable about the content to be taught in these subjects. They are well trained. Teaching uses a variety of techniques to help pupils know and remember more information.

For example, 'flash back 4's' and 'diving deeper' tasks are used to address misconceptions and deepen learning well. The curriculum in some foundation subjects is not as well developed. This can limit the progress pupils make in some foundation subjects.

Pupils with SEND are well supported. The school ensures that pupils with SEND are quickly identified and that support plans have suitable and achievable targets. The school provides a wealth of support for pupils with social and/or emotional needs.

For example, teaching assistants, trained in providing emotional support, help pupils to discuss their feelings and find strategies to cope.

The school has ensured that pupils develop a love of reading. Pupils are introduced to a 'super seven' list of high-quality texts each year.

These cover various themes and genres, such as traditional tales, classics and diversity. Pupils enjoy reading and talk enthusiastically about the stories that teachers read to them. The school has recognised that developing pupils' ability to write in depth is now a priority.

A new approach to developing pupils' writing skills has been introduced and is being refined.

The school has invested in the teaching of phonics. The staff who teach phonics are very well trained.

They deliver the phonics programme expertly and consistently. As a result, pupils make rapid progress. Pupils who are weaker readers are swiftly identified.

They receive timely and frequent support to ensure that they keep up with their peers.

Pupils behave very well and have positive attitudes to learning. In early years, children are taught about routines.

They confidently organise themselves at the start of the day. Pupils behave well in lessons and during the less structured time of the school day. They are courteous and polite to adults.

Most pupils attend school regularly.

Pupils are taught an effective programme of personal development from early years onwards. The taught curriculum includes friendships, body changes, keeping healthy and how to celebrate others' differences.

Pupils grasp opportunities to become leaders and influence the life of the school. For example, pupils in an eco-club organised the planting of tress on the school site. Pupils who are members of the school council organise whole-school events in support of charities.

The school provides a variety of after-school clubs such as football, craft, mindfulness and dance. Pupils are taught well to be aspirational. They receive careers talks from visitors such as pilots, farmers, authors and games designers.

The school's aspirations for pupils now and in the future are high.

Leaders have made successful improvements to the school. They have a thorough and accurate understanding of the school's strengths and areas that require further development.

Leaders have invested in high-quality training for staff to ensure they are highly skilled and able to lead their areas of responsibility incisively. Staff are proud to work at the school. The school ensures they have an acceptable work-life balance.

Governors hold the school's leaders to account effectively.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school's new approach to writing in greater depth is not fully embedded.

Some pupils do not make the progress of which they are capable. The school should ensure there are opportunities for pupils to use the knowledge they have learned in writing more often. ? The curriculum in some foundation subjects is not as well developed as it is in core subjects.

This means that, in some subjects, pupils do not develop a thorough and in-depth grasp of new knowledge. This limits the progress that pupils make. The school should ensure that the curriculum in foundation subjects is further refined and is comparable in quality to the core subjects.

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