Bedford Free School

Inspection of a school judged outstanding for overall effectiveness before September 2024: Bedford Free School Cauldwell Street, Bedford, Bedfordshire MK42 9AD

p.1

Outcome

Bedford Free School has taken effective action to maintain the standards identified at the previous inspection. The principal of this school is Jane Herron. This school is a part of Advantage Schools 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), Stuart Lock, and overseen by a board of trustees, chaired by Mark McCourt.

p.1

What is it like to attend this school?

Pupils flourish at this school. They experience a high quality of education. They meet leaders’ exceptionally high expectations for their learning, personal development and behaviour. Pupils are happy and proud to be part of this community. They work extremely hard to ‘climb the mountain of success’.

p.1

What is it like to attend this school?

Pupils access a broad range of subjects that challenge them academically. They typically achieve extremely well. The school prioritises the well-being and character development of pupils. They receive high-quality guidance and care. Pupils value the fact that there are plenty of adults who will listen to them.

p.1

What is it like to attend this school?

Pupils’ experiences at this school are exceptional. They take part in a wide range of ‘electives’, trips and opportunities. These activities broaden pupils’ interests, experiences and understanding of the world. For example, pupils in Year 7 participate in a trip to Wales, where they climb a mountain – Snowdon. The ‘electives’ they take part in include sports, pilates, embroidery, Mandarin, Latin and Brazilian jiu-jitsu.

p.1

What is it like to attend this school?

Pupils learn about equality and diversity. Pupils spoke about how everyone is equal and differences are accepted. Pupils’ behaviour is exemplary. They clearly understand the expectations and conduct themselves responsibly. They are told to ‘work hard and be nice’ and they do this exceptionally well. 23 and 24 April 2025

p.1

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

The school has developed a well-constructed, broad and ambitious academic curriculum. The English Baccalaureate (EBacc) is at the heart of the curriculum in Years 10 and 11. Subject leaders have outlined precisely what pupils must know and understand. Expert teachers deliver knowledge in well-sequenced chunks which help pupils to remember what they have learned. Teachers regularly check what pupils know. Pupils act on teachers’ feedback and this helps them to improve.

p.2

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

Disadvantaged pupils are very well supported in the school. The school clearly identifies the needs of pupils, including those with special educational needs and/or disabilities (SEND) and considers the adaptations they may need. Staff provide effective support for pupils with SEND. This enables them to work independently to access the same curriculum as their peers. Pupils with SEND achieve very well.

p.2

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

There is a strong culture of reading in the school. Pupils read a wide variety of texts. Those pupils who struggle to read fluently when they join the school receive the right support to help them build their confidence. Consequently, those who struggle to read catch up quickly.

p.2

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

The school provides an impressive range of opportunities for pupils through the enrichment programme. The school has carefully planned for pupils’ wider experiences so that they develop the talents and interests of all pupils. Pupils take part in a wide range of experiences that enrich their curriculum learning. These include trips to an Oxford College and history trips to a castle. Pupils learn a variety of new sports, for example pickleball. Pupils with SEND take part in a Paralympic festival. All pupils are encouraged to represent their school in some form of sport, and participation levels are extremely high.

p.2

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

High-quality careers advice and guidance run through the school’s work. All pupils in Year 7 visit the University of Bedfordshire to experience a higher education setting and all Year 10 pupils take part in a week of work experience. Pupils hear from visitors, for example a chartered surveyor and students studying medicine. Pupils make well-informed decisions about their curriculum, activities and next steps.

p.2

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

Staff induct pupils expertly into the school and clearly outline the behaviours expected in this community. As a result, excellent behaviour is the norm at the school. Low-level disruption is very rare. Pupils display a strong commitment to their learning and they attend well.

p.2

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

Staff, including those new to teaching, are very well supported. They value the way in which leaders consider their well-being and workload. They benefit from high-quality training. This is why the quality of education is so consistently strong. Trustees and executive leaders know the school very well. They hold leaders strictly to account for the quality of the school’s provision and are highly effective. 23 and 24 April 2025

p.2

Safeguarding

The arrangements for safeguarding are effective.

p.3

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024 graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged outstanding for its overall effectiveness.

p.3

Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

p.3

Background

This is the first ungraded inspection since we judged the school to be outstanding for overall effectiveness in January 2020.

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.3

How can I feed back my views?

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

p.3

Further information

You can search for published performance information about the school.

p.3

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, 23 and 24 April 2025

p.3

4

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

p.4

School details

Dates of previous inspection 15 and 16 January 2020, under section 5 of the Education Act 2005

p.5

Information about this school

 The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 11 with information and engagement about approved technical education qualifications and apprenticeships.  The school does not make use of any alternative provision.

p.5

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 leaders and have taken that into account in their evaluation of the school.  Inspectors visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work. Inspectors met with the principal, other members of 23 and 24 April 2025

p.5

6

the senior leadership team, the special educational needs coordinator and curriculum leaders.  The lead inspector met with the CEO of the trust, the deputy CEO, the chair of the academy trust and a member of the local governing body.  Inspectors met with several groups of pupils and staff to gather their views of the school. Inspectors also considered the results of the staff and pupil surveys as well as the 90 responses to the online survey, Ofsted Parent View.  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.

p.6

Inspection team

Sue Pryor, lead inspector Ofsted Inspector

p.6

Inspection team

Caren Earp Ofsted Inspector 23 and 24 April 2025

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