Bengeworth CE Academy

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About Bengeworth CE Academy

Name Bengeworth CE Academy
Ofsted Inspections
Headteacher Mrs Hayley Potter
Address Kings Road, Bengeworth, Evesham, WR11 3EU
Phone Number 01386442047
Phase Academy
Type Academy converter
Age Range 3-10
Religious Character Church of England
Gender Mixed
Number of Pupils 514
Local Authority Worcestershire
Highlights from Latest Inspection

What is it like to attend this school?

Bengeworth CE Academy is a happy and vibrant place for pupils to learn. Staff know families very well and there is a strong sense of community spirit. Each morning, pupils enter school with smiles, keen to meet their friends and teachers.

They feel safe at school and trust adults to help them when needed.

Pupils gain a strong understanding of the school's guiding values and they put these values into practice. Pupils behave well and appreciate having their positive behaviours recognised and rewarded by staff.

The school ensures that all pupils study a broad range of subjects. Staff work hard to bring the curriculum to life and plan activities that pupils enjo...y. They connect the curriculum through 'global themes' that broaden pupils' understanding of the world.

Older pupils talk about current events and social issues with thought and maturity. Pupils learn well and are prepared for the next phase of their education by the time they leave the school.

The school's work to promote pupils' personal development is exceptional.

The school goes beyond the expected. Pupils thrive by taking part in a rich and diverse set of experiences that spark their talents and interests. There is something for everyone.

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

Leaders have identified the information that pupils are expected to know and remember in each subject. Pupils build this knowledge logically, from the early years through to Year 5. For example, in art, pupils learn how to mix colours before going on to complete composite pieces of work.

Teachers also place emphasis on teaching key vocabulary to broaden pupils' understanding. All this helps pupils to make progress through the curriculum. They become better in the subjects that they study over time.

Teachers present new information clearly and provide useful explanations to help pupils grasp concepts, methods and strategies. In addition, they make regular checks on what pupils know and remember, asking them questions to identify and resolve misconceptions. These approaches support pupils to learn well.

However, sometimes the activities that staff ask pupils to complete are not well considered. The tasks do not always link closely enough to the curriculum's aims. This sometimes hinders pupils from developing the depth of knowledge that leaders expect.

The school makes reading a priority. Pupils benefit from studying a variety of stories and texts, many of which they remember and recount. Children who are starting to read take part in daily phonics lessons.

They practise reading using appropriate books that are well-matched to their knowledge. The majority of pupils are fluent readers by the time they reach Year 3.Leaders adapt the curriculum successfully to support pupils with special educational needs and/or disabilities (SEND).

Staff have a secure understanding of these pupils' needs. They often break information down into smaller steps and arrange for pupils to use additional resources. As a result, pupils with SEND access the curriculum and have a full share in school life.

The school promotes a collaborative approach to school improvement work. Subject leaders develop expertise by working with 'link leaders' who coach and mentor them. This has helped leaders to enhance aspects of the curriculum.

However, the school's approach to monitoring is not as well developed as it might be. The checks that are made do not focus sharply enough on how well the curriculum is implemented, or its impact on what pupils know and remember in all subjects.

The school provides a calm learning environment.

Pupils share in establishing 'class promises' that set out expectations for behaviour. Pupils live up to these expectations. They are kind to each other and look after one another.

They follow routines in classrooms and on the playground. Pupils typically maintain focus in lessons and enjoy learning. However, on occasion, some pupils become distracted from their work.

This is sometimes due to the variation in how well adults help pupils refocus on their learning.

Leaders have paid great attention to ensuring high-quality opportunities for pupils across the school's wider curriculum. The school's 'Pupil Parliament' places pupils at the heart of school decision-making.

Pupils learn about the attributes of successful leaders and put these into practice. Such opportunities, coupled with the school's highly effective personal, social and health education gives all pupils opportunities to thrive and flourish.

Those responsible for governance fulfil their role well.

They have supported leaders in fostering a purposeful school spirit that benefits pupils. This spirit is recognised by the great majority of parents and carers, along with staff, who hold the school in very high esteem.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Sometimes adults do not choose activities that link closely to the curriculum's aims. This means that pupils do not always learn as well as they might. Leaders should further develop staff's understanding of how to select teaching activities that always align with the intended curriculum aims so pupils learn effectively.

The school's work to monitor the implementation and impact of the curriculum is not fully developed. This limits leaders in their work to develop the curriculum further. The school should ensure the curriculum is being consistently implemented as leaders intend, so that pupils always develop a deep understanding of all the subjects they study.

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