Bugbrooke Community Primary School

Inspection of Bugbrooke Community Primary School High Street, Bugbrooke, Northampton, Northamptonshire NN7 3PA

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Good 7 and 8 January 2025

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What is it like to attend this school?

Pupils are happy at Bugbrooke Community Primary School. They feel safe and cared for. Pupils trust staff to keep them safe. All pupils are made to feel welcome in this school.

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What is it like to attend this school?

The school has high expectations for all pupils. Over recent years, the school has made some changes to the curriculum. As a result, pupils’ performance in national tests has improved. Most pupils achieve good outcomes and are well prepared for their next stage of education.

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What is it like to attend this school?

In classrooms, and around school, pupils behave sensibly. Always polite and respectful, they work and play together happily. Pupils are proud to earn rewards for good behaviour and for displaying the school values. There are few incidents of poor behaviour. When they do happen, staff deal with them calmly and fairly.

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What is it like to attend this school?

Children in the early years get off to a great start. The well-designed learning environment sparks children’s curiosity and creativity. It supports them to develop their skills and gain knowledge about the world.

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What is it like to attend this school?

Many pupils proudly take on responsibilities in the school. Roles such as house captain, kindness ambassador and sports leader help pupils develop their character and leadership skills. The school also provides lots of opportunities for pupils to explore their talents and interests in sports and music.

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

The school has developed a broad and challenging curriculum. Across the full range of subjects, staff have carefully identified exactly what pupils will learn. The important knowledge is sequenced effectively to help pupils build their knowledge as they progress from the early years through to the end of Year 6. This means that they are well prepared for the next stage. ‘Wow days’ enhance the curriculum further by offering pupils memorable experiences. For example, visits to Flag Fen and Holdenby House help to bring the history curriculum to life.

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

The school is ambitious for all pupils. It quickly identifies when pupils have additional needs. Pupils with special educational needs and/or disabilities (SEND) follow the same curriculum as their peers whenever possible. The curriculum is adapted suitably to meet individual needs when required. In classrooms, staff help pupils with SEND to develop resilience and work independently. Pupils with SEND achieve well.

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

Children begin to learn to read at the very start of the Reception Year. Pupils enjoy the routines in phonics lessons. They practise reading often from books that match the sounds they know. Most pupils quickly learn to read. Those who fall behind are supported to catch up effectively. As they progress through the school, pupils read challenging and interesting texts that include poetry and non-fiction, as well as a range of different genres. Books are chosen carefully at every stage to expose pupils to different cultures. Pupils learn about equality and diversity as they develop their reading fluency. 7 and 8 January 2025

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Teachers have good subject knowledge. Most of the time, they use this to provide pupils with clear explanations of new concepts and make connections to what pupils already know. Well-considered learning activities help pupils to consolidate their learning. However, on some occasions, learning activities lack focus or are not matched accurately to pupils’ stages of learning. When this happens, pupils do not gain knowledge securely and cannot recall important knowledge.

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Pupils enjoy learning. Teachers ask thoughtful questions to promote discussion and develop pupils’ thinking. Pupils readily discuss their ideas. However, sometimes teachers do not use these opportunities well enough to check pupils’ understanding is accurate. Pupils follow instructions without fuss and work hard. Teachers check pupils’ work carefully, but sometimes they do not give pupils sufficient time to correct mistakes or improve their work. Because these routines for checking understanding and correcting misconceptions are not applied consistently, some pupils do not achieve as well as they could.

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The curriculum supports pupils’ wider personal development well. In personal, social and health education lessons, pupils are taught how to keep themselves safe and build positive relationships. They learn how to regulate their emotions and maintain healthy lifestyles. Across the curriculum, pupils learn about fundamental British values and protected characteristics. As a result, they are respectful of differences and display tolerant attitudes.

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Leaders and staff work together collaboratively to provide high-quality education and wider experiences for all pupils. Staff told inspectors that they are happy and proud to be a part of the school. They value the support they receive to develop their expertise. Parents and carers appreciate the warm, caring environment at the school. ‘It’s all about the children at this school,’ was typical of the many positive comments made to inspectors.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Sometimes, the explanations and learning activities teachers provide do not focus carefully enough on the important knowledge pupils need to learn. As a result, pupils sometimes do not gain knowledge securely and forget what they have learned. The school needs to ensure that teaching and learning activities help pupils learn and remember the important knowledge identified in the planned curriculum.  Routines for checking pupils’ understanding are not well established in some subjects. Pupils’ misconceptions and knowledge gaps are sometimes not identified or corrected 7 and 8 January 2025

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quickly enough. The school needs to ensure teachers check pupils’ learning closely and provide opportunities for pupils to improve their work and deepen their understanding.

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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.

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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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Further information

You can search for published performance information about the school.

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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). 7 and 8 January 2025

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School details

Appropriate authority The governing body

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School details

Website www.bugbrookeprimaryschool.co.uk

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School details

Date of previous inspection 7 February 2019, under section 8 of the Education Act 2005.

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Information about this school

 The school uses no alternative provision.

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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.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. 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 the headteacher, the assistant headteachers and other school 7 and 8 January 2025

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leaders.  The lead inspector met with representatives of the governing body, including the chair of governors, and a representative of the local authority.  Inspectors carried out deep dives in these subjects: reading, mathematics, geography, and design technology. 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. The lead inspector listened to some pupils read to a member of staff.  Inspectors also discussed the curriculum, visited a number of lessons and looked at samples of pupils’ work in some other subjects.  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

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safeguarding that puts pupils’ interests first.  Inspectors held meetings and looked at records relating to attendance and behaviour.  Inspectors held discussions with staff, pupils and parents. They considered the responses to the online survey, Ofsted Parent View, as well as responses to Ofsted’s surveys for staff and pupils.

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Inspection team

John Spragg, lead inspector His Majesty’s Inspector

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Inspection team

Alison Adair Ofsted Inspector 7 and 8 January 2025

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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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