Great Ouse Primary Academy

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About Great Ouse Primary Academy

Name Great Ouse Primary Academy
Ofsted Inspections
Mr Chris Payne
Address Seaforth Gardens, Bedford, MK40 4TJ
Phone Number 01234907890
Phase Academy
Type Free schools
Age Range 3-11
Religious Character None
Gender Mixed
Number of Pupils 383
Local Authority Bedford
Highlights from Latest Inspection

What is it like to attend this school?

Great Ouse is a friendly and welcoming school.

Pupils attend from many different backgrounds. They arrive each day with happy faces and greet staff politely at the school gate. Pupils are proud of their school.

They appreciate the opportunities learning in a diverse community brings. As one pupil said, 'We are a multicultural team showing kindness to each other.'

Pupils enjoy positive relationships with staff.

This helps them to understand what adults expect of them. Pupils are highly respectful of one another. They are attentive in class and work hard in their lessons.

Pupils say that behaviour is good. They consider that bullying rarely o...ccurs. If it did, pupils would always discuss any concerns with adults who would be able to resolve any issues.

Pupils follow the school routines. This makes for a calm and orderly environment.

Many pupils take part in activities such as sport, singing and art.

This helps to develop their interests and talents. There are more opportunities for pupils to participate in excursions and visits. Older pupils look forward to their residential trip to Dorset.

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

Great Ouse is a newly opened school. Leaders have ensured the development of the curriculum as it has grown. There is an ambitious curriculum in place for all year groups from the early years to Year 6.

Leaders have carefully considered the important things that pupils need to know and remember. Curriculum plans identify ambitious end points that pupils need to reach. There are key concepts that run through separate subjects.

This allows pupils to make connections, so they learn and remember more. Pupils use their knowledge well to further build their ideas and understanding. In most subjects, leaders have checked that their plans are working well.

This is not the case across all subjects, especially where leaders are new to their roles. A few leaders have not had the opportunity to check how well their subject is being taught.

Teachers plan interesting activities that engage pupils in their work.

In science, for example, pupils enjoy designing, making, and testing out electrical circuits. Across most of the curriculum, teachers have strong subject knowledge. They skilfully check and question pupils' understanding.

Mostly, teachers use this information effectively to address any misunderstandings.

Where teachers' subject knowledge is weaker, they do not routinely pick up where pupils have misunderstandings. In pupils' workbooks, the quality of presentation is not consistent.

Some work is not recorded as well or accurately as possible and this goes unchallenged.

Children in the pre-school and Reception classes quickly learn the sounds they need to help them to read. They get off to a good start.

Pupils in key stage 1 practise their phonics to help them to become fluent readers. When pupils find reading difficult, adults support them to keep up. Adults make sure that the books pupils read are well matched to the sounds that they know.

This means that pupils become confident readers. Older pupils talk enthusiastically about the books they have read and authors they know.

Staff support pupils with special educational needs and/or disabilities (SEND) well.

Pupils' needs are accurately identified at an early stage. Teachers adapt learning effectively so lessons are suitable to meet these pupils' needs. Pupils with SEND access the same learning as their peers and achieve well across the curriculum.

Pupils develop their sense of teamwork and community through their different roles and responsibilities. Pupils who represent 'pupil voice' discuss how they raise funds for charities. The eco warriors recognise the importance of protecting the environment and saving the planet.

Pupils are well prepared for their life outside of school. They understand the importance of tolerance and respect for all. As one pupil explained, 'Everyone is different, but we treat everyone the same.'

The school has recently become part of a new trust. Along with school governors, the trust is at an early stage of finding out about how it can best challenge and support school leaders. Leaders have established a strong collaborative ethos.

Staff are highly positive about how well leaders manage their workload and work-life balance.


The arrangements for safeguarding are effective.

Safeguarding runs through every aspect of daily life.

Adults have been well trained. They understand their role in keeping pupils safe and are alert to any signs of abuse. Leaders recognise the importance of working with parents to provide help and support when needed.

Leaders act immediately by reporting concerns to the appropriate authorities to ensure families receive the right support and guidance.

Pupils learn how to keep themselves safe. Pupils find out about giving first aid, how to be cautious online and how to share any anxieties.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some subject leaders, who are new to their positions, have not monitored and evaluated how well their curriculum plans are working. These leaders are not clear how well pupils are building their knowledge and understanding and if their subject is taught well. Leaders should ensure that all subjects leaders have opportunities to monitor their areas of responsibility and to evaluate how effectively their subject plans are working.

• A few teachers do not have the strong subject knowledge they need to deliver all areas of the curriculum effectively. They do not readily address pupils' misconceptions in their learning. Leaders should provide all teachers with the appropriate training needed.

• Not all teachers insist upon leaders' expectations for how work is recorded and presented. This leads to pupils making regular errors in written work, which stops them from showing what they know and can do. Leaders need to ensure that all teachers understand what leaders expect, so that pupils' work across the curriculum is presented to the highest standard.

Also at this postcode
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