Biggin Hill Primary School

Highlights from Latest Inspection

What is it like to attend this school?

This is a deeply caring school where staff get to know pupils very well. The school ensures that pupils receive the right support that they need to flourish. Reflecting the views of other parents and carers, one parent commented, 'The school invests in a child's future and believes that children can achieve their goals, no matter what their life circumstances.'



The school is ambitious for all pupils to achieve highly. In the early years, children are exceptionally well supported to develop a wide range of vocabulary. In Nursery, children become confident talkers.

For example, they learn to retell their favourite stories. Children achieve extremely well in t...he early years. Older pupils remember important knowledge well.

They achieve particularly well in mathematics, where pupils develop important knowledge to solve increasingly complex problems.

Pupils' well-being is at the heart of everything that the school does. Highly effective support for pupils helps them to overcome difficulties that may interfere with their learning.

Pupils know that there is always an adult that they can talk to if they are worried.

Pupils are proud to be part of this school. They make the most of the extensive opportunities on offer.

For example, on a recent visit to the Houses of Parliament, pupils learned first hand about the importance of democracy.

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

The school successfully implemented a trust-wide curriculum in 2022. For each subject, important knowledge is clearly identified so that pupils build knowledge as they progress through school.

Leaders ensure effective teaching of the curriculum. Pupils rehearse previously taught learning often. This enables pupils to apply prior learning to new ideas.

For example, in design and technology, pupils in Year 3 practise what they know of measuring and cutting materials to make prototype earthquake-proof buildings. Teachers present information clearly to pupils. They ensure that activities support pupils to achieve the school's learning intentions.

Pupils achieve highly across most subjects.

In the early years, children get off to a fantastic start. The school's early years curriculum builds strong foundations for future learning.

Children learn from purposeful opportunities in all areas of the provision. Interactions with staff support children extremely well to learn through play. Children learn to read and write with high levels of success.

As children progress through the early years, they use their knowledge of phonics extremely well to write and spell words. Staff provide plenty of practise and timely feedback to ensure that children learn to write with increasing accuracy. However, later, as pupils progress through the school, staff's support to develop accurate handwriting is not as effective as it could be.

Sometimes, pupils develop misconceptions in terms of letter formation. This slows writing fluency for these pupils. The school recently introduced a new curriculum for teaching writing with a focus on basic skills, such as forming letters accurately.

The school is in the early stages of implementing this new approach.Pupils benefit greatly from their strong start in reading across most subjects. For example, in history, pupils deepen their knowledge of local historical figures by reading about William Wilberforce.

In the early years, children learn to read well. The phonics programme is taught effectively. The school routinely checks pupils' knowledge of phonics.

Pupils with gaps in their knowledge receive effective support to help them to catch up. Overall, books are matched well to pupils' knowledge of phonics. This helps pupils to practise applying their phonics knowledge and build fluency.

The school establishes clear routines and expectations when pupils join the school. Children in the early years follow routines extremely well. As they progress through the school, pupils show exemplary attitudes to learning.

Pupils model high levels of respect to each other during social times. Pupils who need it receive individualised support to manage any strong emotions. This helps all pupils to keep their focus in lessons.

The school supports pupils to improve attendance successfully.

Pupils with special needs and/or disabilities (SEND) receive the right support to enable them to achieve well. This includes pupils who attend the specially resourced provision for pupils with SEND (specially resourced provision).

Pupils' needs are accurately identified and purposeful adaptations are made to the curriculum offer where needed. Staff with expertise in specific areas of need support pupils effectively to make strong progress across all subjects.

The school's extensive personal development offer supports pupils to develop important skills and values.

As one pupil said, reflecting the views of others, 'We learn to be kind and treat each other equally. We are helped to work hard and to never give up.' Pupils develop leadership skills.

They take part in improving aspects of their local community. Provision for pupils' personal development is woven through the whole school curriculum. Pupils access a wealth of opportunities that strengthen the school's offer significantly.

For example, pupils attend clubs such as art, rock band, cooking and a range of sports. Pupils also learn to discuss and debate topical news items. This helps to prepare pupils for life beyond the school.

Those responsible for governance know the school well. They check that it is improving its work so that all pupils achieve highly. Leaders at all levels prioritise the well-being of staff.

They take action to ensure staff's workload is manageable.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school's new approach to teaching handwriting is not fully embedded.

Some pupils are not effectively supported to develop accurate handwriting. Inaccurate letter formation and an inconsistent writing style hinders pupils' fluency. The school should ensure that the new approach to teaching handwriting is implemented consistently well in all lessons so that problems with letter formation do not hinder pupils' learning and writing composition.

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