Bemerton St John Church of England Primary

Inspection of Bemerton St John Church of England Primary Lower Road, Bemerton, Salisbury, Wiltshire SP2 9NW

p.1

Overall effectiveness Good

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

p.1

Overall effectiveness Good

Early years provision Good Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

p.1

Overall effectiveness Good

The headteacher of this school is Claire Pearce. This school is part of Magna Learning Partnership, which means other people in the trust have responsibility for running the school. The trust is run by the chief executive officer, Ian Tucker, and overseen by a board of trustees, chaired by Mark Bower-Dyke. 10 and 11 July 2024

p.1

What is it like to attend this school?

The school’s vision for pupils to develop compassion and selflessness is exemplified with ‘Through love, serve one another’. Pupils demonstrate care for others during social times through their esteemed ambassador roles. Collaboration during projects between year groups helps pupils get to know each other well. Older pupils love the many opportunities to foster strong relationships with younger pupils.

p.2

What is it like to attend this school?

The school has high ambition for pupils to achieve well. The school’s ‘golden rules’ make clear how pupils should behave. Consequently, pupils work hard in lessons and are eager to do well.

p.2

What is it like to attend this school?

The school’s wider offer for pupils has been meticulously considered. For example, pupils benefit from a thoughtfully planned careers curriculum that goes beyond the expected. They have a range of ambitions and they know how their learning can lead to different careers. The school has also carefully decided on trips and visitors. For example, the school invited Wessex Water to host workshops on rivers. Pupils visit Stonehenge linked to their history learning. Clubs include taekwondo, mini marathon and gardening. There are high levels of participation in these clubs, including from those who are vulnerable. This is due to leaders’ analysis of what pupils enjoy and their encouragement to join in.

p.2

better?

The school has designed a broad and balanced curriculum. It has sequenced the important knowledge pupils need to learn so that it builds progressively from the early years. The school has decided on ‘forever facts’ that teaching focuses on. This helps pupils, including those with special educational needs and/or disabilities (SEND), learn the curriculum well. For example, in physical education (PE), pupils can explain how to serve accurately when playing tennis. In science, pupils talk confidently about what a circuit needs to be able to work. In a minority of subjects, however, the knowledge of how a subject is studied and the concepts that pupils need to learn about at each stage are not sequenced as well. This means some pupils cannot remember this knowledge as readily.

p.2

better?

Clear modelling of lesson content and teachers’ secure subject knowledge means pupils develop their understanding well over time. Resources, such as the use of tens frames in mathematics in the early years, help children learn different ways to make 10. The school has oversight of how well pupils are learning the curriculum. It makes revisions to the curriculum as a result. Assessment of the school’s ‘forever facts’ means that any knowledge that pupils are less secure in is revisited in the majority of cases. However, in some subjects, assessment of pupils’ learning is not precise enough. Consequently, some gaps are not identified and addressed.

p.2

better?

Teaching pupils to read quickly is a high priority for the school. Staff have been trained to teach early reading. Pupils are frequently assessed so that the books they read help them practise the sounds they are confident in. Any pupils who fall behind 10 and 11 July 2024

p.2

3

are given swift support to keep up. The school has chosen the books it wants pupils to explore to include a variety of text types and cultural backgrounds. Pupils value the personalised school bookmarks they receive to encourage them to read. A close relationship with the local library inspires pupils to run the school library themselves. Pupils develop confidence and a love for reading.

p.3

3

The school’s approach to behaviour centres around strong relationships with pupils. This begins in early years, where children settle quickly. The values of ‘respect, wisdom, fairness, perseverance and thankfulness’ are well known by pupils. This helps them behave well. The school has worked tirelessly to reduce and remove barriers to pupils’ attendance. Leaders’ thorough tracking of attendance encourages pupils to attend well.

p.3

3

Pupils demonstrate a secure knowledge of the wider world. They have a deep understanding of religion and of different cultural and socio-economic backgrounds. The many leadership roles, including eco, school and church councillors, develop character. Pupils enjoy extra-curricular provision at the school because it builds their independence. They know the fundamental British values and how they apply to their own lives. As a result, pupils are extremely well prepared for their next stage.

p.3

3

Staff value leaders’ consideration for their workload when any new curriculum initiatives are introduced. Those responsible for governance, including trustees and local governors, have an accurate understanding of the school’s strengths and areas for development. They hold leaders to account effectively for the quality of education. Trustees and governors work together to support and challenge leaders. Together, they aim to provide the best education they can for the pupils of Bemerton St John.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 In a few subjects, the school has not clearly identified and sequenced the most important subject-specific concepts that they want pupils to learn and revisit. This means some pupils do not have a secure understanding of this knowledge. The trust and the school should ensure that the key concepts to teach in these subjects is clear so that pupils can deepen and secure their learning over time.  In some subjects, assessment of pupils’ learning is not precise enough. This means the exact gaps that some pupils have are not always addressed. The trust and the school should ensure that assessment identifies and supports pupils’ gaps so that they can develop fluency and learn the curriculum well. 10 and 11 July 2024

p.3

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.

p.4

How can I feed back my views?

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

p.4

Further information

You can search for published performance information about the school.

p.4

Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with SEND; pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 10 and 11 July 2024

p.4

School details

Dates of previous inspection 16 and 17 May 2023, under section 8 of the Education Act 2005

p.5

Information about this school

 The school is designated as having a religious character. The school is part of the Diocese of Salisbury. At the most recent section 48 inspection of the school, carried out in March 2017, the school was judged to be outstanding.  There is a before- and an after-school club for pupils who attend the school.  The school does not use any alternative provision.

p.5

Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. Inspections are a point-in-time judgement about the quality of a school’s education provision.

p.5

Information about this inspection

 Inspectors discussed any continued impact of the pandemic with leaders and have taken that into account in their evaluation of the school. 10 and 11 July 2024

p.5

6

 Inspectors met with the headteacher, school staff, parents, pupils, representatives from the trust, including the chief executive officer, the chair of the board of trustees and members of the local governing body.  Inspectors carried out deep dives in these subjects: early reading, mathematics and PE. For each deep dive, inspectors discussed the curriculum 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. The inspectors also spoke to leaders and pupils about the curriculum in some other subjects.  The lead inspector listened to pupils from Years 1, 2 and 3 read to a known adult.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive

p.6

6

culture around safeguarding that puts pupils’ interests first.  Inspectors observed pupils’ behaviour in lessons and around the school, including at lunchtime and breaktimes. In addition, the inspectors met with pupils formally and informally to hear their views.  Inspectors considered responses to the online survey, Ofsted Parent View, including free-text responses. They also looked at responses to the staff and pupil surveys.

p.6

Inspection team

Lakmini Harkus, lead inspector His Majesty’s Inspector

p.6

Inspection team

Kate Masters Ofsted Inspector 10 and 11 July 2024

p.6

7

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 looked after children, safeguarding and child protection.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7