The Bishop William Ward Church of England Primary School

Inspection of The Bishop William Ward Church of England Primary School Coach Road, Great Horkesley, Colchester, Essex CO6 4AT

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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 4 and 5 March 2025

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What is it like to attend this school?

Pupils at Bishop William Ward are proud to be part of their school community. They are members of a ‘family’ where everyone looks after each other. Pupils are confident and happy. Parents and carers are positive about the level of care and support their children receive.

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What is it like to attend this school?

Pupils benefit from a curriculum that is ambitious and well designed. The curriculum builds pupils’ skills progressively. Pupils are guided to success through well-structured learning activities. They take pride in their work and enjoy sharing their learning across a range of subjects.

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What is it like to attend this school?

The school motto ‘Happy, Respectful, Lifelong Learners’ permeates through the school. Pupils learn about the school’s values as soon as they start school. These values encourage pupils to be individuals and to take pride in their learning. Strong relationships between staff, pupils and parents support pupils to behave well in lessons and around the school. A culture of respect, inclusion and high expectations ensures that pupils are valued.

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What is it like to attend this school?

Pupils have a range of opportunities to develop their confidence and resilience. They attend clubs and take on leadership roles, such as school councillor. Pupils are given the opportunity to represent the school at some of the many events across the year.

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

The school has ensured that an ambitious curriculum is in place for all pupils. Children in the Reception Year access appropriate learning activities that skilfully ready them for Year 1. Teachers work together to consider carefully how pupils learn the curriculum. In some subjects, the school has not fully identified the important knowledge it wants pupils to know and by when. Consequently, pupils have gaps in their knowledge and so they are less prepared for future learning.

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

Teachers use questioning effectively to check how well pupils are learning. They give pupils clear feedback and address any misconceptions promptly. This is particularly strong in mathematics where pupils practise and consolidate their understanding and then apply it in problem-solving activities accurately.

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

From the time children start school, they begin to build a love of reading. The school has a consistent approach to teaching phonics. Skilled staff deliver the phonics scheme effectively and with confidence. They quickly identify any pupils who may be at risk of falling behind their peers and ensure that they are given support to catch up. This helps pupils to become confident and fluent readers. Pupils talk fondly about the books that they have read and their favourite authors.

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

The school supports pupils with special educational needs and/or disabilities (SEND) to access learning effectively. For example, pupils are given visual prompts in mathematics to support their conceptual understanding. The school has effective systems in place to 4 and 5 March 2025

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identify and support pupils with SEND. As a result, pupils with SEND are progressing well across the curriculum from their various starting points.

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Pupils behave well in and around the school. Bullying is rare. The school’s work to deal with any behaviour incidents that occur are effective. Pupils show positive attitudes to their learning. In lessons, pupils are focused and engaged, demonstrating their eagerness to do well. The school has clear routines for pupils to follow that help them to be successful. These start in the Reception Year where children know to wash their hands and to sit down together during snack time.

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The school has a comprehensive programme for personal development. This enables pupils to learn how to keep themselves safe, including when online. Pupils learn about healthy relationships in an age-appropriate way and to recognise what these looks like. They appreciate the range of ways the school supports their mental health. Pupils learn about fundamental British values. For example, they know about democracy and can talk about the recent school elections. Pupils are provided with numerous opportunities to celebrate their talents and interests. They speak positively about the many clubs on offer. There are opportunities for pupils to take a variety of leadership roles. School councillors and prefects enjoy helping the school to be a better place. These roles help to improve pupils’ self-esteem.

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The school has robust systems in place to improve pupils’ attendance. These strategies are making a difference. Where pupils’ attendance remains a concern, the school works with families to offer them the help they need effectively.

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Governors have a thorough understanding of their roles and responsibilities. They recognise the many strengths of the school but continue to strive for further improvement. Staff are proud to work at the school. They value the consideration leaders give to their workload and well-being.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In some subjects, other than English and mathematics, the school has not identified the important knowledge pupils need to know and by when. As a result, in these subjects, pupils are not progressing as well as they could. The school must ensure that the precise knowledge is identified and sequenced across all subjects so that pupils are prepared well for their future learning. 4 and 5 March 2025

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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). 4 and 5 March 2025

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 10 and 11 March 2020, under section 8 of the Education Act 2005

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Information about this school

 The Bishop William Ward Church of England Primary School is in the Diocese of Chelmsford. It has increased in size since the previous inspection.  The most recent section 48 inspection of the school was carried out in June 2023. The school should receive its next section 48 inspection within five school years.  The school does not use any 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. 4 and 5 March 2025

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 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 spoke with school leaders, parents, a representative from the diocese, a representative from the local authority and seven members of the local governing body.  The inspectors carried out deep dives in these subjects: early reading, mathematics and geography. For each deep dive, the 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. Inspectors also discussed the curriculum in some other subjects.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central

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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.  The lead inspector listened to pupils read to a familiar adult.  The inspectors observed pupils’ behaviour in lessons and around the school site. Additionally, the inspectors spoke to pupils to discuss their views about the school.  The inspectors considered responses to Ofsted’s online survey for parents, Ofsted Parent View. Inspectors also considered responses to Ofsted’s online survey for pupils and staff.

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Inspection team

Joseph Figg, lead inspector Ofsted Inspector

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Inspection team

Lynn Ayling Ofsted Inspector 4 and 5 March 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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