Bredenbury Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Bredenbury Primary is a highly inclusive school where everyone is valued.

Pupils understand and follow the school's core values, which include respect, fairness and honesty. They say that these values help them to develop positively as young people. Pupils enjoy time spent with Breden, the school therapy dog, as well as looking after the many animals in school.

Pupils, parents and carers, and staff commonly talk about the school as a 'family' where children are 'treated as individuals'.

The school has high expectations for pupils' academic and wider achievements. Pupils are successful in their learning.

They achieve well over the time they are in sch...ool. Teachers calmly support any pupils who lose concentration and successfully help them to regain focus. During social times, pupils mix with others thoughtfully.

They know who to talk to about any concerns they may have. Pupils are safe and happy here.

The school places a strong emphasis on pupils' personal development.

Pupils say that they like the wide range of leadership roles. These include register monitors and members of the school council. These roles help pupils to understand how to be responsible and make decisions.

Pupils regularly take part in enrichment activities including outdoor learning. This supports pupils' broader development beyond the academic.

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

The school has designed a highly ambitious curriculum for all pupils.

By the end of key stage 2 most pupils achieve well, particularly in reading and mathematics. Pupils show high levels of confidence when talking about their learning and achievements. The school understands the improvements still required to develop the curriculum further.

For example, the school has not fully developed its approach to writing. Some pupils do not develop a full range of writing skills by the time they leave school.

The school successfully identifies the important knowledge pupils need to succeed across subject areas.

Teachers present new subject matter clearly. They use questions effectively to check that pupils know and remember previous learning. However, sometimes learning is not adapted effectively.

When this happens, some pupils do not deepen their understanding of the important knowledge they need to secure as well as they could.

In all classes, including the early years, positive relationships between teachers, pupils and parents help pupils to be confident and happy. Children in the early years have an extremely strong start to their school life.

They learn and play alongside Year 1 and 2 pupils in a mixed-age class. Leaders encourage children to learn more and to develop a curiosity about the world.

The school identifies and supports pupils with special educational needs and/or disabilities (SEND) well.

Teachers use information well to make adaptations to meet pupils' needs. This ensures that pupils with SEND access the same ambitious curriculum.

The school has effectively developed strategies to support pupils who are not confident readers.

Specialist teaching rapidly addresses weaknesses in pupils' understanding of phonics, grammar and comprehension. Alongside this, the school continues to effectively promote pupils' reading widely and often.

The school's work to help pupils improve their attendance is a strength.

Pupils understand the importance of attending school regularly. Pupils demonstrate respect for each other during breaktime and lunchtime. They speak enthusiastically about the bikes and scooters they use each day.

Most pupils display excellent self-control and highly positive attitudes to learning. The school is a calm and welcoming environment.

The personal, social, health and economic (PSHE) curriculum is well-designed and sequenced.

Pupils learn about topics including healthy relationships and online safety. This prepares them well for the next stages of their lives. The school continues to develop pupils' knowledge of fundamental British values and to give pupils more opportunities to understand and experience a wider range of religions.

Pupils take part in local sporting tournaments, as well as supporting community events in the nearby church. Pupils appreciate trips which enhance the curriculum, including the Year 6 residential, and farm and theatre visits.

All leaders, including those responsible for governance, know this school well.

They understand how the local context impacts on pupils' learning and attendance. The school effectively reviews and develops all aspects of its provision, including teaching, the curriculum and pupils' well-being, with a strong focus on safeguarding. Trustees and governors support effectively and hold the school to account for the decisions taken.

The school has implemented a well-thought-out professional development programme, which staff appreciate. Any changes to school policies and practice are in line with the school's commitment to support staff's 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)

• The school has not fully developed and embedded its approach to writing across all classes and year groups. As a result, some pupils do not develop a full range of writing skills and knowledge by the time they leave the school. The school should ensure that the important writing skills and knowledge are developed and embedded rapidly to support all pupils to make further progress.

• In some subjects, learning does not help pupils to build their knowledge as well as they could. When this happens, some pupils do not deepen their understanding of the important knowledge they need to secure. The school should ensure that teaching supports pupils with learning effectively in all curriculum areas.