Bingham Primary School

Inspection of Bingham Primary School 50 Burrows Drive, Bingham, Nottinghamshire NG13 7AT

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

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Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

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The headteacher of this school is Sara Pask. This school is part of Community Inclusive Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Peter Bell, and overseen by a board of trustees, chaired by Stephen Hopkins. 23 and 24 April 2025

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What is it like to attend this school?

Bingham Primary School has firmly established its place at the heart of this new community. Pupils, staff, parents and carers are proud to be a part of this caring and happy school where everyone is included.

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What is it like to attend this school?

The school has high expectations for all pupils. Pupils are committed to the school’s motto, ‘We believe that if we work hard, and never give up, we can achieve anything.’ Pupils are highly motivated to do their best. They arrive at the start of each school day ready to learn. They listen attentively in lessons. When their teachers say, ‘eyes on me’, everyone responds. They know that they are expected to be active participants in their learning, and they are. As a result, pupils achieve well across the curriculum and are well prepared for the next stage in their education.

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What is it like to attend this school?

Pupils demonstrate high levels of respect for others. They confidently discuss their own ideas and show considerable maturity as they listen to the views of others. They are empathetic towards people from different backgrounds. One pupil summed up the view of many by saying, ‘Difference makes the world what it is.’ Pupils are the best possible advocates for the school.

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

The school has designed an ambitious curriculum across a broad range of subjects. It has been crafted with care to ensure that pupils learn new content in a logical order. Pupils’ knowledge builds up gradually over time.

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

The early years foundation stage curriculum provides a firm foundation for later learning. Children gain key skills and attributes that set them up well for Year 1. ‘Try Bear’ encourages children to give new things a go, ‘Think Bear’ prompts children to work things out, and ‘Oh Well Bear’ reminds pupils that it is ok when things do not go as planned.

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

Reading is at the heart of the curriculum. Children in the early years begin to learn the phonic code as soon as they start at the school. Staff are early reading experts. They support pupils well to learn new sounds and ensure that they remember the sounds they have already been taught. If pupils fall behind, this is spotted, and they receive effective support to keep up. Pupils quickly develop the phonic knowledge they need to become fluent readers and confident readers. They talk enthusiastically about the books they enjoy. Older pupils enjoy helping younger pupils in their role as ‘reading buddies’.

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

Staff have secure subject knowledge and deliver the curriculum effectively. They explain new concepts well. They check that pupils understand new learning. When pupils struggle, staff step in quickly to provide them with the extra help they need. Pupils typically produce high-quality work. The knowledge they acquire across the curriculum is impressive. For example, in religious education, pupils demonstrate an understanding of different religious and world views on how the world was made. They consider complex concepts, such as the Christian belief in a ‘Holy Trinity’. However, sometimes the opportunities teachers provide for pupils to explain their understanding are limited. Pupils 23 and 24 April 2025

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are not given the chance often enough to show a deeper understanding of the concepts they have learned beyond the knowledge they have gained.

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The school is ambitious for pupils with special educational needs and/or disabilities (SEND). The additional needs of pupils with SEND are swiftly identified. Skilled staff understand these needs. They adapt the curriculum so that pupils with SEND can access the same learning as their peers. Pupils with SEND achieve well and play an active part in the wider school life.

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Pupils’ behaviour is excellent and their attitudes to learning across the school are positive. Most pupils attend well. The school works closely with families to improve the attendance of pupils who do not attend regularly enough.

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The school’s personal development offer is well thought out. The ‘RISE values’ (respect, independence, success, enjoy) exemplify the school’s priorities for the character they want pupils to develop. The personal, social and health education curriculum provides pupils with a wealth of knowledge that prepares them well for later life. Pupils learn about healthy relationships, personal safety and managing money in an age-appropriate way. Parents visit the school to talk about their jobs and excite pupils about their future careers. Pupils enjoy the responsibilities they are given. They leave the school as well- rounded individuals.

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The trust and governors ensure that leaders at all levels prioritise the right actions to improve the school. The trust has provided strong support as leaders have established their vision for the school. They have navigated some initial challenges together and ensured that staff share their ambition for pupils. Staff are highly positive about the school. They say they feel valued by leaders. They appreciate the efforts leaders make to consider 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)

 Teachers do not consistently provide pupils with opportunities to apply the knowledge they have acquired. Sometimes their understanding of the curriculum does not deepen beyond the facts they have learned. The school should ensure that staff further develop their skills to routinely give pupils the chance to use their knowledge to demonstrate a richer understanding of each subject. 23 and 24 April 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). 23 and 24 April 2025

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School details

Local authority Nottinghamshire County Council

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School details

Date of previous inspection Not previously inspected

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Information about this school

 The school opened in September 2022. It is part of the Community Inclusive Trust.  The current headteacher took up her post in September 2023.  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.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 23 and 24 April 2025

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 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 deputy headteacher, the early years leader and the coordinator for SEND. The lead inspector held a meeting with three representatives of the trust, including the CEO and chair of trustees. She also met remotely with the chair of governors.  Inspectors carried out deep dives in these subjects: early reading, mathematics and history. For each deep dive, inspectors held discussions about the curriculum, looked at curriculum plans, 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 reviewed the curriculum and examples of pupils’ work for other

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subjects and listened to pupils read to a familiar 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 culture around safeguarding that puts pupils’ interests first.  Inspectors observed pupils’ behaviour in lessons and at social times. They met with groups of pupils both formally and informally.  Inspectors considered the responses to the staff survey and spoke to a range of staff about their views of the school.  Inspectors took account of responses to Ofsted Parent View, including the free-text responses and spoke to parents at the start of the school day.

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Inspection team

Caroline Poole, lead inspector His Majesty’s Inspector

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Inspection team

Debonair Brown Ofsted Inspector 23 and 24 April 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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