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Bembridge Church of England Primary School has taken effective action to maintain the standards identified at the previous inspection.
What is it like to attend this school?
Pupils enjoy attending school. They are happy seeing their friends and learning in their lessons. The school's values of 'love, courage and respect' are evident throughout the school, where pupils strive to demonstrate them.
Pupils know that they can go to staff if they have any concerns. They are confident that they will be supported. This makes pupils feel safe.
The school is ambitious for pupils, including those with special educational needs and/or disabilities (SEND). Pupils work hard in lessons a...nd are keen to share what they know. They achieve well, behave positively and develop warm relationships with staff.
Pupils enjoy play times and make the most of a variety of activities.
Pupils have the chance to take up the many available enrichment opportunities. These include sports clubs, such as football, tag rugby and fencing.
There are also opportunities to develop pupils' talents in art and drama. Educational visits build on what pupils learn in the classroom. Pupils develop their teamwork and social skills, such as on residential visits.
Visits to the zoo and an indoor rainforest are memorable for the pupils and enhance their learning.
What does the school do well and what does it need to do better?
The curriculum ensures that pupils learn a broad range of subjects. Knowledge is organised in a sensible order.
This allows pupils to build on what they already know. Teachers are experts in the subjects they teach. Activities enable pupils to develop their understanding of the important knowledge and secure their understanding.
Staff make careful checks on pupils' learning. They are quick to identify and address any misconceptions. This means that pupils do not carry them forward to future learning.
However, the subject-specific vocabulary that pupils need to know is not secured at times by pupils. This means that they do not deepen their understanding and, therefore, do not achieve as well as they could.
Training is given to staff to deliver the reading curriculum.
This training supports them to develop their expertise. Staff and pupils use a shared language for reading. Phonics teaching supports pupils to read at age-appropriate levels.
Where pupils fall behind, they are identified through timely assessment. Support is put into place that enables them to catch up. This continues throughout the school.
Pupils become fluent readers and develop a love for reading.
Staff identify the individual needs of pupils. They work with families closely to meet pupils' personalised targets.
Staff know pupils' needs well and adapt learning to support pupils. This means that pupils with SEND achieve well throughout the school.
Children get off to a flying start in the early years.
Staff interact with pupils in a purposeful way. This ensures that they make the most of every learning opportunity. Various activities are designed to build on what children already know.
Children are helped to develop their reading and writing skills, which prepares them well for Year 1 and beyond.
Pupils behave well in lessons. They are polite to each other and cooperate in their work.
When there is disruption in lessons, staff use the school's behaviour systems fairly. This leads to an environment where pupils can learn. Attendance is a focus for the school.
Staff work with individual families to overcome any barriers to attendance. They track attendance closely and put appropriate actions in place when it falls below expected levels. The positive class rewards for strong attendance are appreciated by pupils.
Overall attendance has improved.
Pupils know how to keep themselves healthy, which includes their mental health. They are able to discuss how to keep themselves safe online.
Leadership opportunities, such as the school council and eco-council, build pupils' character and enable them to be active citizens in the school. They also learn specific information on keeping themselves safe by the sea. Relationship education is age appropriate, preparing pupils as they get older.
Pupils learn about a range of religions, which gives them an appreciation of what others believe and how this is similar and different to their beliefs. Pupils are respectful of difference and understand how they should treat each other.
Professional development of staff is prioritised in the school.
This is closely linked to the areas that the school is developing and is having an impact on the education of pupils. Governors understand the strengths and areas to develop in the school and challenge it to improve. Governors fulfil their statutory obligations.
Most staff believe that their workload is considered by the school. Leaders continue to focus on this and how it can be reduced.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• On occasion, the precise subject-specific vocabulary that pupils need to know is not secured. This means that pupils are not able to achieve as well as they could. The school should ensure that subject-specific vocabulary is explained consistently across the curriculum.
Background
Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024, graded inspections will not include an overall effectiveness grade.
This school was, before September 2024, judged to be good for its overall effectiveness.
We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.
We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.
Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.
This is the first ungraded inspection since we judged the school to be good for overall effectiveness in December 2019.
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