The Bewbush Academy

Inspection of The Bewbush Academy Dorsten Place, Bewbush, Crawley, West Sussex RH11 8XW

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

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The headteacher of this school is Lucy Cooper. This school is part of The Kemnal Academies 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), Karen Roberts, and overseen by a board of trustees, chaired by Gaenor Bagley. 1 and 2 July 2025

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What is it like to attend this school?

Pupils at The Bewbush Academy are inspired by the school’s values, known as the Bewbush ‘Rainbow’. They take pride in demonstrating these values, such as respect, ambition and individuality. Pupils make links between the ‘Rainbow’ values and the positive behaviour now present throughout the school.

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What is it like to attend this school?

Pupils feel safe and cared for in this nurturing environment. The exceptionally strong pastoral approach at the school benefits all pupils, particularly those who are disadvantaged. Pupils recognise this support and feel assured that they will get any help that they need.

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What is it like to attend this school?

The school has addressed the concerns identified in the previous inspection effectively. These changes are supporting the school to realise its high ambitions for all pupils. Staff share leaders’ vision to provide memorable experiences that inspire pupils. They want pupils to see how their learning at Bewbush will open doors for their futures.

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What is it like to attend this school?

There is a wide range of opportunities for pupils to develop their talents and interests. Pupils make meaningful contributions to both the school and wider community. Pupils help the school to be welcoming and safe by taking on responsibilities, such as becoming young interpreters, safeguarding ambassadors and lunchtime helpers. They also take part in many community action initiatives, such as litter picking and fundraising.

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

The school’s curriculum builds learning from the early years, where children get off to a flying start. Children in the Reception Year are immersed in a language-rich environment, which supports their communication skills to develop. Staff are highly attentive to children’s needs and seize opportunities to make learning meaningful. Children become curious and confident learners who work well with others. They make strong progress and are very well prepared for Year 1.

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

Across the school, the curriculum is clear and well-sequenced. In most subjects, including mathematics and reading, teaching is effective. Teachers explain learning clearly and show pupils how to use resources to help them complete tasks. Teachers routinely check pupils’ understanding. They help pupils to revisit knowledge learned previously, helping them to build on what they already know. A small number of subjects are less well developed. In these subjects, the tasks that pupils complete are not sharply focused on the most important content. This means that pupils’ learning does not build as securely in these subjects.

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

In the 2024 end of key stage 2 tests, fewer pupils achieved the expected standard in mathematics than the national average. The school has taken steps to strengths its mathematics curriculum. For example, staff make more precise checks on pupils’ learning and address any gaps in knowledge. Current pupils’ work indicates that they are achieving well. 1 and 2 July 2025

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Reading is prioritised. Phonics teaching is taught consistently by highly trained staff, ensuring that pupils receive effective support from the start. Pupils who fall behind get the help they need and catch up swiftly. As they develop their fluency, pupils experience a rich reading curriculum. This broadens their skills through exposure to a wide range of engaging texts.

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Support for pupils with special educational needs and/or disabilities (SEND) has improved. Staff have received a significant amount of training. Pupils’ needs are now identified quickly and catered for through careful adaptations, helping pupils to access the curriculum successfully.

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Pupils’ behaviour is calm and respectful. In lessons, pupils are focused and attentive. They ask questions and are keen to understand learning. Some pupils require additional support to manage their emotions and behaviour. They receive strong pastoral support. The school has robust systems to track absence and tackle any concerns. Attendance is improving, particularly for pupils who have frequently missed school in the past.

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The school uses an excellent approach to promote pupils’ personal development. Central to this is teaching pupils how to keep themselves safe and healthy. Pupils develop detailed knowledge of mental health awareness, first aid and managing risks. Visitors help bring this learning to life. Pupils appreciate the diversity within their school community. They understand the importance of equity and treating others fairly. They show respect for the beliefs and feelings of others and feel empowered to express their own ideas confidently. There are frequent opportunities for pupils to think about issues in the wider world. This helps them develop a secure understanding of fundamental British values such as democracy and the rule of law.

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The trust knows the school well and offers strong support and challenge. This has helped leaders to drive recent improvements. Staff say these changes have been managed well. They are proud to work at the school and serve the community. Parents and carers speak warmly about the school’s caring staff and inclusive approach.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In a small number of foundation subjects, the school’s ambitious intent has not been fully developed. As a result, the quality of implementation varies between subjects, leading to gaps in pupils’ knowledge and understanding. The school should continue to refine the curriculum design and ensure that learning tasks are sharply focused on the most important content to support pupils to achieve well across all subjects. 1 and 2 July 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). 1 and 2 July 2025

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School details

Dates of previous inspection 22 and 23 February 2023, under section 5 of the Education Act 2005

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Information about this school

 The school is part of The Kemnal Academies Trust.  The school does not currently use any alternative provision.  The school runs its own before- and after-school club.

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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. 1 and 2 July 2025

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 Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  The inspection team met with the headteacher and other senior leaders. They also met with other school leaders, staff and pupils.  The lead inspector met with two members of the local governing committee.  The lead inspector also met with the trust’s director of education.  Inspectors carried out deep dives in these subjects: early reading, mathematics, history, art and design and design technology. For each deep dive, the 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 also looked at curriculum information for a range of other subjects, including pupils’ work. They reviewed a range of documents, including the school’s own

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evaluation of its effectiveness and priorities for improvement. They also looked at information relating to behaviour, attendance and SEND.  Pupils’ behaviour was observed during lunchtimes.  The inspectors considered the responses to the confidential staff and pupil surveys and spoke to a range of staff and pupils about their views of the school.  The views of parents were gathered through the online survey for parents, Ofsted Parent View, including free-text comments. Team inspectors also spoke to parents during the inspection.  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.

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Inspection team

Katie Hancock, lead inspector His Majesty’s Inspector

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Inspection team

Catherine Cottingham Ofsted Inspector 1 and 2 July 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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