Bishops Down Primary School


Name Bishops Down Primary School
Website http://www.bishopsdownprimary.org/
Ofsted Inspection Rating Good
Inspection Date 20 March 2012
Address Rydal Drive, Tunbridge Wells, Kent, TN4 9SU
Phone Number 01892520114
Type Primary
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 269 (50% boys 50% girls)
Number of Pupils per Teacher 19.8
Local Authority Kent
Percentage Free School Meals 10.7%
Percentage English is Not First Language 13.2%
Persisitent Absence 5.7%
Pupils with SEN Support 7.9%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about the school

Bishops Down is larger than the average-sized primary school. The Early Years Foundation Stage is made up of a Nursery class for part-time attendance, with morning and afternoon sessions, and two Reception classes. The proportion of disabled pupils and those with special educational needs is broadly average although a greater proportion than usual has a statement of special educational needs. This is because the school has specially resourced provision pupils with physical disabilities and complex medical needs which provides specialist support for up to ten pupils, who are fully integrated into mainstream classes. Most pupils are of White British heritage. The school has a smaller than average percentage of pupils of minority ethnic heritage. A smaller than average proportion of pupils speak English as an additional language. The proportion of pupils known to be eligible for free school meals is lower than average. The school provides a breakfast club and an after-school club. The school meets the government’s floor standard, which set the minimum expectations for pupils’ attainment and progress.

Key findings

This is a good school. There is a strong focus on improving pupils’ achievement, involvement and well-being. Pupils and their parents and carers overwhelmingly agree that the school has a happy, caring and family-like environment. The school is not outstanding because teaching and the checks made on its quality are not yet leading to pupils’ outstanding achievement. Pupils, including those in the resourced provision, make good progress and reach above average levels of attainment by the end of Key Stage 2. Progress in reading and mathematics is consistently good across the school. However, not all pupils in Key Stage 2 are making as rapid progress in writing although most are responding well to recently introduced initiatives. Teaching is good and makes a significant contribution to pupils’ good achievement. Well-targeted professional development for staff has improved assessment practice and lesson planning. However, teachers do not use their written feedback well enough, as a tool for improvement, for pupils in Key Stage 2. In writing lessons for this age group, the learning intentions are sometimes insufficiently clear, limiting the progress pupils can make. Disabled pupils and those who have special educational needs are often provided with highly tailored, effective support. Pupils’ well-developed sense of equality reflects the school’s very successful work in promoting understanding of disability and difference. Pupils’ positive attitudes towards others ensure that bullying is rare, pupils feel safe and behaviour is good. In some classes, pupils demonstrate excellent skills in managing their own behaviour. School leaders use self-evaluation and performance management processes efficiently to ensure that teaching continues to improve. However, they do not always rigorously evaluate the impact of improvements on pupils’ progress. Consequently, some improvements have not been driven forward quickly enough to secure accelerated progress, especially in writing.