Renhold VC Primary School

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About Renhold VC Primary School

Name Renhold VC Primary School
Ofsted Inspections
Headteacher Mrs Andrea Ward
Address Church End, Bedford, MK41 0LU
Phone Number 01234771724
Phase Primary
Type Voluntary controlled school
Age Range 3-11
Religious Character Church of England
Gender Mixed
Number of Pupils 213
Local Authority Bedford
Highlights from Latest Inspection

What is it like to attend this school?

Pupils are at the heart of everything the school does. The school's 12 values, which include respect, perseverance and trust, are known and understood by pupils. They underpin learning and provide guidance for pupils' day-to-day life.

Behaviour is good both in lessons and around the school. Pupils are polite and value one another as individuals. Pupils say that bullying is rare.

They feel happy and are kept safe. Pupils are confident about talking to adults if they feel worried, knowing they will be listened to, helped and supported.

Pupils' interests and talents develop across a wide range of subjects and activities.

Organised clubs give pupils the ...opportunity to take part in a variety of sports, to cook, sing and enjoy art.

Pupils appreciate taking on responsibilities, such as being a 'senior student' or a librarian, and look after younger pupils at break and lunchtimes. They take care of the school environment and contribute towards decisions about how to improve the school.

Throughout the school there are high expectations of how well pupils can achieve. Pupils try hard in their lessons and are keen to do their best. Pupils' varied learning experiences prepare them well for the next stages of their education.

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

The headteacher and assistant headteacher lead the school well. Other leaders provide strong support. Governors and leaders know there is still more work to do to continue the improvements they have brought over the last two years.

Despite several changes in leadership and staff since the previous inspection, senior leaders and governors have ensured that they focus on improving the quality of education pupils receive.

The curriculum in reading, writing and mathematics is well planned. This is also the case for most other subjects, including geography, science and design and technology.

Teachers are being trained and supported to teach all subjects effectively. However, some of this work is new. Stronger practice has not been shared throughout the school, so the curriculum is not as firmly established across all subjects as it is in English and mathematics.

Similarly, leadership of some curriculum areas is still developing.

Leaders make sure that reading is a high priority. The teaching of phonics is effective and begins from the moment children start school.

It is well organised and builds on what pupils already know. Teachers accurately identify pupils who begin to fall behind. They provide extra help so that these pupils catch up quickly.

High-quality texts are a 'stand out' feature of the school's reading curriculum. Reading for enjoyment is well promoted. Pupils spoke enthusiastically about choosing their 'reading for pleasure' books, naming Tom Gates as one of their favourite authors.

Teachers read with pupils and make sure books are well-suited to their ability. There are opportunities for pupils to talk about what they have read.

Provision for children in the early years is a strength.

Staff have high expectations. Early reading skills are effectively taught. Children practise their phonics knowledge in all they do.

Staff use children's interests to plan creative and well-thought-through activities, both indoors and outside. Children become confident and curious learners. Staff encourage children to think about the world around them.

For example, children who were litter picking told us that they were 'saving the world from dying'.

This strong start is not routinely continued as children move into key stage 1 and throughout the school. Leaders are not always ensuring that the curriculum considers fully what children have already learned in the early years.

Pupils with special educational needs and/or disabilities (SEND) are included in all aspects of school life. Leaders are ambitious for all pupils, including those pupils with SEND. Thoughtful consideration is given to tasks and support so pupils with SEND are confident in their learning and achieve well throughout the curriculum.

Pupils know the difference between right and wrong. They respond positively to the behaviour expectations, spurred on further by the praise they receive.

Leaders ensure that pupils are prepared for life in modern Britain.

Pupils understand how the values they are learning about, such as democracy and being fair, can be shown in their day-to-day life. Parents are positive about the wider opportunities their children receive. They report that this helps their children become better adults.

Governors are knowledgeable. They provide a good balance of challenge and support for the headteacher. Staff are proud to work at the school.

They unanimously agree that leaders ensure that their workload is manageable and their well-being is thoughtfully considered.


The arrangements for safeguarding are effective.

Leaders take good care of pupils.

Checks are made so that all staff are suitable to work with children. Staff receive regular safeguarding training. Leaders check all staff understand their responsibilities and know what to do if they are worried about a child.

Leaders act promptly to deal with concerns. They seek external support to ensure that pupils receive the right help.

Pupils understand they have to be careful with the personal information they share with others, including when online.

Governors prioritise the checking of safeguarding. They understand their statutory duties to keep pupils safe and carry these out effectively.

What does the school need to do to improve?

(Information for the school and appropriate authority)

The leadership, planning and delivery of the curriculum are well considered but not as developed as in English and mathematics.

As a result, in some subjects, for example French and history, teaching is not as well sequenced and currently there are gaps in the pupils' knowledge. Leaders should continue the training programme in place and share best practice across the school to support leaders and teachers to implement he reviewed curriculum plans. .

Leaders have not thought enough about how to ensure that the key stage 1 curriculum builds quickly on from early years. As a result, some pupils in key stage 1 are not challenged to apply their learning to more complex activities, and thereby develop their understanding. Leaders should provide more guidance to staff about how to capitalise on the strong start that children make in the early years so that key stage 1 provides an even stronger foundation for pupils as they move into key stage 2.

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