Setting

Alison Patchett Headteacher Bournebrook Church of England Primary School Coventry Road Fillongley Warwickshire CV7 8ET

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England Primary School

Following my visit to your school on 25 November 2015, I write on behalf of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills to confirm the inspection findings. Thank you for the help you gave me and the time you took to discuss behaviour in your school.

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England Primary School

The inspection was a monitoring inspection carried out in accordance with the no formal designation procedures and conducted under section 8 of the Education Act 2005. The inspection was carried out because Her Majesty’s Chief Inspector was concerned about behaviour at the school.

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Evidence

The inspector considered evidence including:

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Evidence

 observations of pupils’ behaviour and their attitudes to learning in lessons  observations of pupils’ behaviour throughout the day, including discussion with pupils  documentary evidence  discussions with school leaders and staff.

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Evidence

Having evaluated all the evidence I am of the opinion that at this time:

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Evidence

Leaders and managers have taken effective action to maintain the high standards of behaviour and attitudes identified at the school’s previous inspection. Ofsted

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Evidence

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 enquiries@ofsted.gov.uk www.ofsted.gov.uk

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Context

This is a small rural primary school. There are currently 142 pupils on roll between the ages of three and 11 (Nursery to Year 6). The proportion of pupils known to be eligible for free school meals is well below that of most schools. The vast majority of pupils are from White British backgrounds. A very small number of pupils speak English as an additional language. The percentage of pupils with disabilities or special educational needs is below the national average. There have been some new appointments of staff recently, although staffing is stable. The headteacher is new to the school and joined in September 2015.

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Personal development, behaviour and welfare

Pupils are very well behaved at all times. They show respect and courtesy towards other pupils, staff and visitors. The school is highly successful at fostering core British values of tolerance and democracy. The curriculum is very well planned to include stimulating topics and activities that celebrate diversity. The school’s commitment to its faith education extends beyond the Christian values of the Church of England. Pupils learn about other major world faiths, belief systems, cultures and customs, and core international values of rights and responsibilities.

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Personal development, behaviour and welfare

A rich and broad variety of projects, visits and special themes enliven pupils and make learning interesting and enjoyable. The very good range of creative, sporting and artistic work that the school provides make a significant contribution to pupils’ spiritual, moral, social and cultural development. This results in extremely sensible, mature and well-rounded pupils who appreciate their school and what it offers them.

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Personal development, behaviour and welfare

Pupils are given many opportunities to take responsibility for supporting and caring for other pupils as play leaders and monitors. Pupils take care of their school environment; they are punctual, smart and wear their school uniform with pride. Attendance is above average and there is hardly ever any persistent absence.

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Personal development, behaviour and welfare

Pupils enjoy taking responsibilities when caring and watching out for younger children at breaktimes. Pupils feel very safe and valued, as one group stated, ‘It is very easy to make friends,’ and, ‘I love coming to school because everyone cares for you.’ Leaders, staff and governors are vigilant and make sure that procedures and policies related to safeguarding, child protection and staff vetting are robust. Safeguarding continues to be effective.

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Personal development, behaviour and welfare

The recently introduced initiative, ‘caught being good’ provides further opportunities for pupils to celebrate the efforts of other pupils when demonstrating good behaviour, respect and courtesy towards others. All pupils are well versed in the school’s values, ‘The Bournebrook Way’, where the whole community is committed to a school, ‘Where we (pupils) grow and flourish cradled by Christian values’. This motto is reflected in core values that expect all pupils to do their best, stay safe and to be kind and polite at all times. The headteacher has built on previous good practice and introduced a system where pupils refer to the palm of their hand – enabling them to feel safe by reminding themselves of the five (represented by digits on a hand) important and trusted adults they can go to if they feel unsafe, unhappy or are concerned.

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Personal development, behaviour and welfare

Pupils are usually extremely well behaved and attentive at all times, although in some lessons pupils lose concentration and their progress or learning slows if class discussions and tasks are too laboured or undemanding. Parents and carers and extended family members such as grandparents are very supportive of the school. The many spoken to by the inspector believe this to be, as one put it, ‘A fantastic school that really cares for its pupils.’ A recent school survey confirms that the vast majority of parents and carers are pleased with the school and pay tribute to the efforts of leaders, governors and staff for the way they care for their children.

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Personal development, behaviour and welfare

Staff at all levels keep diligent records of behaviour incidents, accidents, and in very rare cases, instances of bullying or racism. The headteacher has recently updated and refined the way these records are kept, recognising that these must include the actions taken to resolve issues or improve and modify behaviour. Leaders and governors are in the process of further refining the way records are kept in order to be able to analyse or gauge how effective any actions have been to modify and improve pupils’ behaviour and to help pupils understand the consequences of their actions.

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Personal development, behaviour and welfare

The close links with the school’s local church and parish community enable pupils to lead church services and assemblies when sharing prayers or periods of reflection. Pupils’ spiritual and moral development is very strong. During school assemblies, pupils reflect on important events such as the recent Remembrance service to commemorate the many sacrifices made by so many to uphold British and international values of democracy, tolerance and human rights. The election of school councillors and opportunities for pupils to represent the views of others provide them with direct experience of representative democracy and communal responsibility to care for others.

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Personal development, behaviour and welfare

Staff are vigilant and caring. Relationships between staff, pupils, parents and carers are strong and the culture and ethos fostered by the school is very warm, trusting and positive. The school’s safeguarding, child protection and staff vetting procedures are effective and understood by staff at all levels of responsibility. Training and policies are updated systematically by a vigilant and highly effective governing body.

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Priorities for further improvement

 Make sure that pupils are suitably challenged and engaged in all lessons to sustain their interests and enthusiasm for learning.

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Priorities for further improvement

 Build on the current improvements to systems for recording behaviour incidents and the very rare instances of bullying or racism. Make sure that these records can be analysed so that leaders and governors can gauge and evaluate the impact of the school’s actions. I am copying this letter to the Director of Children’s Services for Warwickshire Local Authority, to the Secretary of State for Education, the Chair of the Governing Body and the Director of Education of the Diocese of Coventry. This letter will be published on the Ofsted website.

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