Badsey First School

Highlights from Latest Inspection

What is it like to attend this school?

Badsey First School is a place where pupils arrive happily each morning. They are greeted warmly by staff who know them well and who want the very best for them. From the moment they arrive, pupils strive to follow the school values to 'be responsible, be kind and be respectful'.

This is modelled for them, and they rise to the high expectations without exception. Pupils' behaviour is impeccable at all points of the day.

Warm and caring relationships form the bedrock of this school.

Pupils describe having 'trusted adults' and this helps them to feel safe when they are in school. Older pupils nurture and care for their younger peers. They interact and play alon...gside each other seamlessly during social times.

It is a calm, nurturing and respectful environment that helps pupils to thrive.

The school wants all pupils to achieve the ambitions it has for them. This is realised with most pupils achieving well.

Staff ensure that pupils with special educational needs and/or disabilities (SEND) access, learn and understand the same curriculum as their peers. Pupils work seamlessly together in classrooms where they are keen to learn and confident to share their knowledge. They benefit from a wide range of activities, experiences and enrichment opportunities that link closely with the curriculum offer.

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

The school has strengthened its curriculum in recent years. It has thought intelligently about how it builds from the early years. Pupils deepen their understanding across topics, subjects and year groups.

Pupils excel with early reading and are confident to read the sounds and corresponding letters. Ongoing checks and observations enable staff to quickly identify pupils who are not keeping up with their peers. Extra support is provided without delay.

This helps pupils to catch up so that most pupils are confident and fluent readers by the time they reach Year 2. However, expectations in what pupils write do not always align as well with their phonics knowledge. This means that some pupils are given tasks to complete that are too difficult when they are at the earliest stage of learning to write.

Not enough focus is given to securing the key skills that are necessary to pave the way for future success.

Pupils get off to an exceptional start in the early years. Staff are highly skilled.

They plan exciting learning opportunities that ignite children's interest. They expertly take learning to the children to ensure key skills are embedded and practised through appropriate early years play and activities. The environment, both inside and out, invites curiosity and promotes independence.

The way children cooperate and collaborate, solving problems and discussing their thinking, is a joy to behold.

Pupils with SEND are identified without delay. Pupils are supported well.

This allows them to work seamlessly alongside their peers. Staff understand their needs well and make carefully considered adaptations so that the high ambitions the school has for them are realised.

Pupils' behaviour is exceptional.

No pupil is distracted from learning because attitudes to learning in all lessons are second to none. This is the same during social times. Pupils are routinely well-mannered and polite.

From the very start, pupils understand the school rules and follow them impeccably. The values are evident in everything that the pupils say and do. They engage well in lessons and are both interested and excited in the learning opportunities that are on offer.

They take pride in their books and want to do their very best.

Pupils get to experience a range of clubs and activities. Trips, visits and visitors further enhance the educational offer.

These also help pupils to understand the world in which they live. This evokes thoughtful discussions about the world around them, both near and far. This helps to prepare pupils well for life in modern Britain.

There is a wide variety of clubs provided. The school recognises the value of these. If pupils are not able to stay at the end of the day, opportunities are made available during the school day so that the school can do all it can to develop pupils' talents and interest.

The school is well led. Leaders have wasted no time in identifying the key priority areas to focus on to bring about swift improvements. At the same time, they have galvanised the support of the whole school team.

Staff work cohesively, putting pupils first. They contribute to the success the school has achieved. It is a harmonious and happy place to work in.

The trust brings a high level of expertise and an appropriate level of support and challenge. It has been instrumental in supporting the small staff team and contributing to the rapid improvements which are evident to see. Staff feel highly valued because of this.

All are proud to call themselves part of the 'Badsey family'.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some activities that pupils are expected to complete in writing are beyond their ability.

This means some pupils are not securing the vital foundations necessary to become fluent and confident writers. This includes their handwriting and transcription skills. The school should ensure that pupils are given opportunities to develop their writing skills in a coherent and sequential way, paving the way for future success.

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