Bingham Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Bingham Primary School has firmly established its place at the heart of this new community.

Pupils, staff, parents and carers are proud to be a part of this caring and happy school where everyone is included.

The school has high expectations for all pupils. Pupils are committed to the school's motto, 'We believe that if we work hard, and never give up, we can achieve anything.'

Pupils are highly motivated to do their best. They arrive at the start of each school day ready to learn. They listen attentively in lessons.

When their teachers say, 'eyes on me', everyone responds. They know that they are expected to be active participants in their learning..., and they are. As a result, pupils achieve well across the curriculum and are well prepared for the next stage in their education.

Pupils demonstrate high levels of respect for others. They confidently discuss their own ideas and show considerable maturity as they listen to the views of others. They are empathetic towards people from different backgrounds.

One pupil summed up the view of many by saying, 'Difference makes the world what it is.' Pupils are the best possible advocates for the school.

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

The school has designed an ambitious curriculum across a broad range of subjects.

It has been crafted with care to ensure that pupils learn new content in a logical order. Pupils' knowledge builds up gradually over time.

The early years foundation stage curriculum provides a firm foundation for later learning.

Children gain key skills and attributes that set them up well for Year 1. 'Try Bear' encourages children to give new things a go, 'Think Bear' prompts children to work things out, and 'Oh Well Bear' reminds pupils that it is ok when things do not go as planned.

Reading is at the heart of the curriculum.

Children in the early years begin to learn the phonic code as soon as they start at the school. Staff are early reading experts. They support pupils well to learn new sounds and ensure that they remember the sounds they have already been taught.

If pupils fall behind, this is spotted, and they receive effective support to keep up. Pupils quickly develop the phonic knowledge they need to become fluent readers and confident readers. They talk enthusiastically about the books they enjoy.

Older pupils enjoy helping younger pupils in their role as 'reading buddies'.

Staff have secure subject knowledge and deliver the curriculum effectively. They explain new concepts well.

They check that pupils understand new learning. When pupils struggle, staff step in quickly to provide them with the extra help they need. Pupils typically produce high-quality work.

The knowledge they acquire across the curriculum is impressive. For example, in religious education, pupils demonstrate an understanding of different religious and world views on how the world was made. They consider complex concepts, such as the Christian belief in a 'Holy Trinity'.

However, sometimes the opportunities teachers provide for pupils to explain their understanding are limited. Pupils are not given the chance often enough to show a deeper understanding of the concepts they have learned beyond the knowledge they have gained.

The school is ambitious for pupils with special educational needs and/or disabilities (SEND).

The additional needs of pupils with SEND are swiftly identified. Skilled staff understand these needs. They adapt the curriculum so that pupils with SEND can access the same learning as their peers.

Pupils with SEND achieve well and play an active part in the wider school life.

Pupils' behaviour is excellent and their attitudes to learning across the school are positive. Most pupils attend well.

The school works closely with families to improve the attendance of pupils who do not attend regularly enough.

The school's personal development offer is well thought out. The 'RISE values' (respect, independence, success, enjoy) exemplify the school's priorities for the character they want pupils to develop.

The personal, social and health education curriculum provides pupils with a wealth of knowledge that prepares them well for later life. Pupils learn about healthy relationships, personal safety and managing money in an age-appropriate way. Parents visit the school to talk about their jobs and excite pupils about their future careers.

Pupils enjoy the responsibilities they are given. They leave the school as well-rounded individuals.

The trust and governors ensure that leaders at all levels prioritise the right actions to improve the school.

The trust has provided strong support as leaders have established their vision for the school. They have navigated some initial challenges together and ensured that staff share their ambition for pupils. Staff are highly positive about the school.

They say they feel valued by leaders. They appreciate the efforts leaders make to consider their workload and well-being.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Teachers do not consistently provide pupils with opportunities to apply the knowledge they have acquired. Sometimes their understanding of the curriculum does not deepen beyond the facts they have learned. The school should ensure that staff further develop their skills to routinely give pupils the chance to use their knowledge to demonstrate a richer understanding of each subject.

Also at this postcode