Bidbury Infant School

Inspection of Bidbury Infant School Fraser Road, Bedhampton, Havant, Hampshire PO9 3EF

p.1

Inspection dates: 15 and 16 October 2024

p.1

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Outstanding

p.1

Until November 2020, the school was exempt from routine inspection because it was judged as outstanding at its previous inspection under section 5 of the Education Act 2005. The school has not been inspected under section 5 of the Act since February 2012. 15 and 16 October 2024

p.1

What is it like to attend this school?

Pupils at Bidbury Infant School demonstrate the values of resilience, respect, self- regulation and independence. They love the characters connected to each value. These values drive decision-making in all areas of the school. Pupils benefit from the school’s high ambitions and expectations. Pupils enjoy learning new things and ask thoughtful questions about what they are being taught. As a result, pupils achieve well.

p.2

What is it like to attend this school?

The school is a happy place to be. Pupils enjoy attending and are eager to learn. They have warm, mutually respectful relationships with everyone in the school. Staff help pupils to recognise their emotions so they can manage them well. Pupils are considerate and calm. A sense of kindness and care permeates the school. Social times are harmonious because pupils take care of each other and their environment. They enjoy playtimes and help each other to use the equipment provided for them.

p.2

What is it like to attend this school?

Pupils benefit from a wide range of opportunities that develop their understanding of the world around them. For example, they take part in cultural dance classes and learn the African drums. Pupils work together to raise money for charities. This helps them to think about others so they can develop empathy.

p.2

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

The school has taken decisive action to improve the curriculum. There is a clear ambition for all pupils, including for pupils with special educational needs and/or disabilities (SEND). Planning across all subjects now identifies the important knowledge pupils need to know and remember. The school sequences knowledge in a logical order from early years to Year 2.

p.2

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

Staff display strong subject knowledge. This helps them to explain and model ideas well to pupils. The key vocabulary discussed with pupils in lessons helps them to understand more about what is being taught. In most subjects, for example writing, mathematics and physical education, teachers check that pupils have understood what is being taught. They support pupils to address any mistakes or misunderstandings they may have. However, in a few subjects, teachers do not check if pupils have gained the specific knowledge that is set out in the curriculum. This inhibits some pupils learning the intended knowledge in these areas.

p.2

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

Pupils have a strong start to the school in the Reception class. Staff ensure that children learn how to focus effectively on their learning. Staff use questioning well to deepen children’s thinking about what they are doing. Children learn to share and take turns in a collaborative way. Carefully designed activities and resources help children develop their physical strength and agility.

p.2

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

The school quickly identifies pupils’ individual needs. Adaptations in lessons for pupils with SEND are precise in reading, writing and mathematics. This means pupils with SEND achieve well in these subjects. However, in some wider curriculum subjects where the 15 and 16 October 2024

p.2

3

curriculum is new, adaptations are not as sharply focused. Therefore, pupils with SEND achieve less well in these subjects.

p.3

3

The school prioritises reading. Staff celebrate books. This starts in the Reception classes and continues throughout the school. Pupils understand texts with increasing complexity. They treasure story time, when adults bring book characters to life. Pupils read widely and often. The phonics programme helps pupils to become fluent readers. Extra daily practice supports pupils to learn the sounds that they need to become fluent readers.

p.3

3

Pupils behave well. Staff consistently apply the school routines and procedures, based around the school’s values. The school has robust systems in place to ensure that pupils can reflect on their behaviour. It has worked effectively to improve attendance, especially for pupils with SEND and disadvantaged pupils. The school engages well with families to help understand the reasons behind the absence. It then uses this knowledge to create actions that will help that pupil come to school more often. Consequently, these pupils now attend school far more regularly.

p.3

3

Personal development is a high priority. Thoughtfully considered activities in assemblies and lessons develop pupils’ awareness of right and wrong. Learning about a range of role models to challenge stereotypes, pupils embrace equality and diversity. Pupils develop their understanding of good character by taking on leadership roles, including as play leaders and librarians.

p.3

3

Staff are positive about the school and the journey of improvement. Effective support ensures staff conduct their roles effectively. A strong culture of sharing and helping each other permeates the school. As a result, changes have a positive impact on pupils. Staff value the actions taken to help them to manage their workload and well-being. Governors provide support and challenge to help the school improve further.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 In some subjects, where the curriculum is new, assessment does not support pupils’ learning sufficiently well. This means that pupils have had gaps in their learning that have not been identified or addressed swiftly enough. The school should support staff to routinely check pupils’ understanding of the key content and then use this information to inform future teaching so that gaps in learning are closed.  In some subjects, learning is not adapted well enough to meet pupils’ specific needs. This means these pupils are not achieving as well as they could in these subjects. The school needs to ensure that teachers further develop their teaching strategies in these subjects so pupils with SEND get the support they need to succeed. 15 and 16 October 2024

p.3

How can I feed back my views?

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 special educational needs and/or disabilities (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). 15 and 16 October 2024

p.4

School details

Appropriate authority The governing body

p.5

School details

Dates of previous inspection 9 and 10 January 2014, under section 5 of the Education Act 2005

p.5

Information about this school

 The school does not currently 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. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

p.5

Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 15 and 16 October 2024

p.5

6

 This was the first routine inspection the school received since the COVID-19 pandemic began. The inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with senior leaders, staff and pupils. The lead inspector also met with representatives of the school’s governing board and a representative from the local authority.  Inspectors carried out deep dives in these subjects: reading, mathematics, history and geography. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors considered the responses to the Ofsted Parent View questionnaire, including the free-text comments. They also took account of the responses to the confidential online staff survey and gathered the views of staff and pupils throughout the

p.6

6

inspection.  To evaluate the effectiveness of safeguarding, 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 culture around safeguarding that puts pupils’ interests first.  Inspectors reviewed a range of the school’s documents, including leaders’ plans for improving the school, minutes of school standards board and trustee meetings, records of attendance and behaviour incidents.

p.6

Inspection team

Neil Pilsworth, lead inspector His Majesty’s Inspector

p.6

Inspection team

Diane Charman Ofsted Inspector 15 and 16 October 2024

p.6

7

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.

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