Bradford Primary School

Inspection of Bradford Primary School Bradford, Holemoor, Holsworthy, Devon EX22 7AB

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good

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Overall effectiveness Good

Previous inspection grade Not previously inspected under section 5 of the Education Act 2005 14 and 15 June 2022

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What is it like to attend this school?

Pupils’ day-to-day experience at Bradford Primary School reflects leaders’ vision of, ‘Nurture, flourish and succeed together as a loving family of learners.’ Pupils, parents and staff consider the school to be a special place. They say that all pupils are treated as individuals with specific talents. Leaders take the time to get to know pupils’ individual needs well. They use this information to create learning where all pupils can experience success.

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What is it like to attend this school?

Pupils try their best and show positive attitudes to their learning. Most pupils have a ‘can do’ attitude. They show determination to meet leaders’ high expectations. Pupils know that only their best effort is good enough. They are proud of their school because, ‘it is like a family’.

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What is it like to attend this school?

Pupils take responsibility for their actions. They behave consistently well throughout the school day. At social times pupils take turns, show kindness and cooperate well with others. Bullying is rare. Pupils know that adults would not tolerate it, and they would receive help quickly.

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What is it like to attend this school?

Parents appreciate the wide range of extra-curricular opportunities that leaders provide. These include water sports, sign language and gardening.

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better?

Pupils learn to read through a well-thought-out reading programme. Leaders prioritise reading. Most pupils are confident and fluent readers in Year 2 and beyond. They read books that match their reading ability. Adults regularly listen to pupils read. They use this opportunity to check if pupils need extra help to catch up. Pupils enjoy listening to adults read aloud. This happens often. Pupils listen to stories from a range of authors and genres. They talk with confidence about their favourite authors. Leaders plan regular training to ensure that the teaching of reading is consistent and effective. All staff understand the school’s chosen approach to phonics. Children in the early years benefit from carefully chosen books that celebrate diversity.

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better?

Pupils learn through an ambitious curriculum. Leaders have considered the key knowledge they want pupils to gain. The curriculum design supports pupils to think about what they already know. Consequently, pupils build knowledge well. Teachers use assessment effectively to check what pupils know and remember. There are regular opportunities for pupils to recall their prior knowledge. Teachers have a secure understanding of the subjects they teach. They say that there are ‘experts’ in each subject across the trust to provide help and guidance. The curriculum is implemented well but leaders have not had the opportunity to fully evaluate its effectiveness. There are some inconsistencies, for example, the depth of knowledge that pupils know and remember in all subjects. 14 and 15 June 2022

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Teachers provide interesting and engaging activities that promote pupils’ curiosity, starting in the early years. Leaders consider how children in the early years can be best prepared for the next stage in their education. There are many opportunities for children to develop their early communication skills.

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Leaders check that all pupils receive the help they need to learn well. They make skilful adaptations to enable pupils to know more and remember more. Leaders balance this with supporting pupils to develop their confidence and independence. As a result, pupils are well prepared for further learning.

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Leaders plan a range of trips and residential visits. Pupils develop their understanding of the world beyond their rural community. Pupils learn about people with different beliefs. They say that being different would not stop anyone from feeling part of the team at Bradford School. Pupils contribute to charitable fundraising activities in the local community. Leaders prepare pupils well for their roles as citizens in modern Britain.

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Staff, including those at the early stages of their career, feel extremely well supported in their roles. They feel that leaders empower them to be the best that they can be. All staff appreciate the support and challenge they receive from leaders across the trust. ‘We are a small school but part of a big team’, was a typical comment.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders’ actions ensure that there is a strong culture of safeguarding. All staff understand that ‘it could happen here’. They receive frequent and relevant safeguarding training. Staff know how to spot possible signs of abuse. Concerns are recorded and acted on quickly. Leaders act as a voice for vulnerable families. They ensure families receive the right help when they need it.

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Safeguarding

Pupils learn about personal safety, including consent, from specialists, such as the NSPCC.

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Safeguarding

Recruitment checks are thorough. Leaders record the checks accurately on the single central record.

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(Information for the school and appropriate authority)

 The curriculum is relatively new. It is implemented well, but leaders have not had the opportunity to fully evaluate it. There are some inconsistencies, for example, the depth of knowledge that pupils know and remember in each subject. Leaders need to evaluate the curriculum and consider where further improvements can be made. 14 and 15 June 2022

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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How can I feed back my views?

If you are the school and you are not happy with the inspection or the report, you can complain to Ofsted .

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 14 and 15 June 2022

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School details

Inspection number 10227708 Type of school Primary

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School details

Principal Lisa Paton and Jo Luxford (Executive Principal and Associate Principal) Website www.bradford.devon.sch.uk

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School details

Date of previous inspection Not previously inspected

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Information about this school

 Bradford Primary School joined Dartmoor Multi-Academy Trust in January 2018.  Leaders do not use any alternative provision.  There are no pupils in the Reception Year or Year 1.  There are two pupils who access part-time nursery provision.

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Information about this inspection

The inspectors carried out this inspection under section 5 of the Education Act 2005.

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Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors met with the associate principal, the executive principal, the special educational needs coordinator, members of staff, parents and representatives from the trust. 14 and 15 June 2022

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 Inspectors carried out deep dives in early reading, mathematics and history. For each deep dive, inspectors met with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors checked the procedures for keeping pupils safe including scrutinising the single central record.  An inspector checked all survey responses, including 15 from staff and seven from parents. This included considering the five responses to Ofsted’s Parent View free- text service.  Inspectors met with pupils and staff to gather their views and find out what is it like to be part of the school.  An inspector met with parents at the school gates at the end of the school day.  Inspectors looked at the school’s plans for improvement, minutes of meetings, monitoring documents, safeguarding records and reports from the trust.

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Inspection team

Jane Dennis, lead inspector Her Majesty’s Inspector

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Inspection team

Matthew Shirley Ofsted Inspector 14 and 15 June 2022

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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