Bomere Heath CofE Primary School

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About Bomere Heath CofE Primary School

Name Bomere Heath CofE Primary School
Ofsted Inspections
Executive Headteacher Mrs Julie Ball
Address The Crescent, Bomere Heath, Shrewsbury, SY4 3PQ
Phone Number 01939290359
Phase Primary
Type Voluntary controlled school
Age Range 5-11
Religious Character Church of England
Gender Mixed
Number of Pupils 127
Local Authority Shropshire
Highlights from Latest Inspection

What is it like to attend this school?

Bomere Heath CofE Primary School is a happy and welcoming school. It has a strong focus on nurturing the whole child and all staff promote the school's inclusive and Christian values. These are carefully woven through all aspects of school life.

Pupils feel cared for and valued.

Pupils are proud of their school. They say that they are happy and that they feel safe.

Staff know the pupils very well across the whole school. Relationships between staff and pupils are very positive. Pupils are respectful and polite in lessons and at play.

Bullying is rare but if it happens, pupils trust adults to sort it out quickly

Staff have high expectations ...of all pupils and expect them to work hard and achieve their best. They want all pupils at the school, including those with special educational needs and/or disabilities (SEND), to become well-rounded learners.

Pupils talk enthusiastically about the variety of clubs on offer, including archery, running, sewing and choir.

There are also many opportunities for pupils to take on additional responsibilities. For example, pupils from Year 1 onwards can represent the school on a range of school councils. They apply for these roles and are voted in.

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

Leaders, including those responsible for governance, want the best for every pupil. Everyone shares a clear vision for the school. Leaders have developed a curriculum which is broad and ambitious.

Curriculum leaders have considered thoughtfully the order in which pupils learn key facts. Leaders have set out the important information that pupils need to remember, including the early years curriculum.

Children get off to a good start to life in school.

Children in the early years begin learning letters and sounds quickly. Teachers know when pupils need extra help to keep up. They provide support quickly.

Leaders promote a love of reading across the whole school. They select high-quality texts for teachers to use in lessons, starting with texts in the early years that develop children's vocabulary. This continues as pupils move through the school.

Pupils love reading. They talk about their favourite books and authors with understanding and pleasure.

Teachers have a good understanding of the subjects they teach.

They provide clear explanations, ensuring that pupils know the things they need to before completing tasks. Staff also make sure that pupils have time to revisit their learning when they have not understood something. This helps them to remember and understand more over time.

Staff have carefully devised lessons that challenge pupils' thinking. For example, pupils in the Years 5 and 6 class look at biblical evidence for Jesus being the Messiah. This is also the case in mathematics where teachers encourage pupils to question and reason based on the evidence presented to them.

In some subjects, plans show clearly what vocabulary pupils need to know. For example, in religious education (RE), vocabulary such as 'holy' and 'sacred' is carefully introduced and explained in Years 1 and 2. However, in some subjects where this is not the case, it is not as clear how curriculum planning support pupils in building their knowledge and vocabulary over time.

Pupils have positive attitudes to learning. They enjoy coming to school and attend regularly. Pupils take pride in their work and work well together.

Leaders have high ambitions for pupils with SEND. Leaders have a strong moral purpose in ensuring that these pupils get the help that they need. The special educational needs coordinator (SENCo) knows the pupils very well.

The SENCo works skilfully with staff, parents and carers to put suitable plans in place. All staff understand pupils' needs exceptionally well and support them effectively in class.

Pupils' personal development threads through all learning in school.

Pupils understand why they need to show respect to others. They welcome and respect everyone in school and celebrate their differences. Pupils' knowledge of the school and Christian values is excellent.

They understand these values and why they are so important. However, pupils' understanding of some aspects of fundamental British values is less well developed.

Staff work closely together and support each other well.

They are reflective and thoughtful about their work. They say that leaders consider their well-being and work–life balance. Governors know the school very well and provide effective challenge and support.

Staff work collaboratively across the federation and value the work that leaders have done to reduce workload. Staff are proud to work at the school.


The arrangements for safeguarding are effective.

Leaders take their safeguarding responsibilities very seriously. There is a strong culture of safeguarding at this school that is underpinned by the expert knowledge staff have of pupils and their families. Staff receive regular and appropriate training that ensures they can identify any problems pupils may face.

Leaders seek out effective ways to support pupils. They work closely with external agencies when appropriate. Pupils know how to keep themselves safe, both online and in the local community.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Pupils' knowledge of some aspects of British values is limited. As a result, they may be less well prepared for life in modern Britain than they might be. Leaders should ensure that pupils develop a better understanding of all aspects of British values.

Plans in some foundation subjects do not identify the specific knowledge and vocabulary that children need to learn. This means that sometimes pupils may not gain key knowledge that they need to build future learning on. Leaders should continue to refine curriculum planning, identifying the subject-specific vocabulary that pupils need to know and remember.

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