Bolney CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

This is a happy and welcoming school.

Pupils feel safe and flourish in its supportive atmosphere. Staff know pupils well. They help pupils explore all the wider enrichment opportunities that the school offers.

These include performing in school productions, participating in sporting competitions and playing musical instruments. Staff give pupils the confidence to 'leave the school as fearless lifelong learners ready to meet the world with curiosity and resilience'.

The school has high aspirations for pupils' academic achievement.

Pupils, including those with special educational needs and/or disabilities (SEND), work hard to meet these expectations. P...upils usually achieve well across the curriculum.

The school is calm and harmonious.

Staff have high expectations of pupils' behaviour, and pupils behave well. Pupils have confidence that staff will help them resolve any problems they may have. From the start of the reception year, children learn to follow the school's routines.

As they progress through the school, pupils are given more roles to develop their sense of responsibility. For example, Year 6 buddy up with early years children in the playground. All pupils, staff and the school dog provide a warm welcome to any new entrants to the school community.

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

The school has designed an ambitious curriculum that builds logically from the early years to Year 6. It prepares pupils well for secondary school. This is because pupils are given a firm foundation of the most important knowledge they need to recall before new learning is introduced.

Teachers have strong subject knowledge. They ask questions that help pupils to remember more. Pupils develop a good understanding of how they can use the knowledge and skills they learn in everyday life.

For example, in computing, some pupils were creating a presentation for an upcoming assembly on negotiation. Typically, there are high expectations about what pupils can achieve in the different subjects. However, in writing, some pupils find it hard to express themselves.

This is because there is not always enough focus on developing these skills.

The school has an effective approach to the teaching of early reading. Pupils learn to read well and fluently.

From the beginning of the Reception Year, staff teach children the sounds and letters they need to know. Reading books match the sounds that pupils are learning. Additional support to help pupils catch up with the phonics programme is provided quickly.

The school identifies the additional needs of pupils with SEND well. Typically, clear strategies are put in place to support pupils' learning. However, in some subjects, the school does not always adapt learning well enough.

This means pupils do not develop their knowledge and skills as well as they could.

The early years provides a solid foundation on which the rest of the curriculum builds. Children learn well in the inviting and bright environment.

Carefully selected activities broaden children's experiences. For example, they recently grew raspberries and made sorbets from the fruit to eat. There are high-quality interactions with adults that develop children's speaking and listening skills well.

From an early age, children are given tasks that develop their sense of responsibility. For example, they take turns to call out the afternoon register.

Pupils get on well together at this school and behave well.

They are quick to help each other. Incidents of poor behaviour or bullying are extremely rare. The school has introduced clear systems to monitor the attendance of pupils.

Attendance has improved and, pupils now attend school regularly.

Pupils experience a curriculum beyond the academic that broadens pupils' life experiences. For example, there are strong links with schools overseas.

Many pupils have meaningful responsibilities in school, for instance some answer the phone at lunchtime in the school office. Other pupils enjoy taking on roles in the different school groups such as the school council and eco-committee. All pupils benefit from the school's vast range of clubs.

These help pupils to cultivate new interests and talents. Visits engage and enthuse pupils. They spoke with pride about recently singing at an event at the O2.

Pupils understand and accept difference. They know that everyone has the right to be treated equally. Pupils are well prepared for life in modern Britain.

Staff work well together. They say they feel valued by leaders who are considerate of their well-being. Staff are positive about their own development and workload.

Those responsible for governance carry out their roles effectively. They accurately understand the school's strengths and priorities for improvement.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, learning is not adapted well enough to meet the needs of pupils with SEND. When this happens, pupils do not progress as well as they could through the curriculum. The school needs to ensure that learning is suitably adapted in all subjects so pupils can build their knowledge over time.

• Expectations regarding developing pupils' writing skills are not always high enough. This means some pupils find it hard to express themselves well in their written work. The school needs to provide regular opportunities to practice writing to develop pupils' accuracy and confidence.