Shackleton Primary School

Shackleton Primary School

Address: Pearcey Road, Shackleton Primary School, Bedford, Bedfordshire, MK42 9LZ Unique reference number (URN): 144545

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Attendance and behaviour Expected standard

Leaders' work to improve attendance is having a positive impact. Overall attendance has risen over time and continues to improve. Persistent absence remains higher than the national average, although it is reducing year on year. Leaders build strong relationships with families and work closely with external agencies and the local authority to put effective support in place for pupils who struggle to attend regularly.

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Attendance and behaviour Expected standard

Attendance for pupils with special educational needs and/or disabilities has improved over time. Leaders' targeted actions, close monitoring and regular engagement with families are contributing to a more positive attendance picture for these pupils. Attendance for disadvantaged pupils is also improving from a low base, although persistent absence remains an area of focus.

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Attendance and behaviour Expected standard

Staff consistently model the behaviour they expect from pupils. Behaviour across the school is orderly and purposeful. Pupils behave well in lessons and at social times. During lunchtimes and breaktimes, pupils use playground spaces and equipment sensibly and take part in activities that keep them engaged. As a result, pupils return to lessons settled and ready to learn. Pupils show kindness and respect towards one another, contributing to a calm, supportive atmosphere across the school. Bullying is uncommon and staff address any instances of poor behaviour swiftly and well.

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Curriculum and teaching Expected standard

Leaders have designed a curriculum intended to build pupils' knowledge and skills progressively over time. The curriculum is well organised, with clear expectations for what pupils should learn, especially in reading, writing and mathematics. Leaders have rightly made these areas a priority.

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Curriculum and teaching Expected standard

Leaders have strengthened professional learning so that teachers receive timely support when practice is less secure. Leaders have an accurate understanding of the quality of curriculum and teaching across the school. They check teaching and pupils' work regularly, helping them to identify where practice is less consistent. Leaders provide feedback, coaching and further training to support improvement.

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Curriculum and teaching Expected standard

Assessment and checking of learning in the core subjects are well established. Leaders are quick to identify what is going well and what needs to improve, and they take appropriate action. However, in some year groups, particularly within the wider curriculum, these improvements are not being put in place as quickly or consistently as leaders intend, which reduces their impact.

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Curriculum and teaching Expected standard

Teachers generally know pupils' needs and provide appropriate support in lessons, including for pupils with special educational needs and/or disabilities. Additional adults support pupils' access to learning effectively. While some variability remains beyond the core subjects, leaders' monitoring identifies this accurately and informs further support so that pupils build knowledge more securely over time.

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Early years Expected standard

Children typically join the early years with skills and knowledge below those expected for their age, particularly in communication and language. Leaders prioritise securing the basics from the earliest stages. Early years provision has been strengthened so that children access learning earlier in Nursery and move smoothly into the Reception Year. This helps children to settle quickly and prepares them well for Year 1.

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Early years Expected standard

The early years curriculum helps children revisit and deepen their learning across all areas. Adults focus strongly on developing communication and language and engage children in purposeful talk. They model language, extend vocabulary and respond carefully to children's starting points. Well-planned indoor and outdoor provision encourages curiosity, imaginative play and physical development. Adults adapt activities when gaps are identified.

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Early years Expected standard

In the Reception Year, teachers teach phonics using a consistent approach. Children learn the sounds they need to read and write and practise applying this knowledge through familiar routines that build confidence and enjoyment. Adults also support children to manage their emotions and follow routines appropriately for their age.

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Early years Expected standard

Staff and leaders work closely with parents and carers so that children receive consistent support at home and in school. As children move into Year 1, they demonstrate secure early writing skills, confidence in applying phonics and positive attitudes to learning.

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Inclusion Expected standard

Leaders have established an inclusive culture in which pupils are known well and supported appropriately. Leaders identify pupils who face barriers to learning early, including pupils who join the school partway through the year and those who are new to the country. They use assessments, discussions with staff and advice from specialists to understand whether barriers relate to language acquisition, special educational needs and/or disabilities (SEND), disadvantage or wider vulnerability. This enables leaders to put appropriate support in place so that pupils can catch up and learn alongside their peers.

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Inclusion Expected standard

Teachers generally understand pupils' needs and adapt learning so that pupils can engage with the curriculum. This includes targeted support for pupils at an early stage of learning English and for pupils who have educational gaps due to mobility. Additional staff are deployed effectively to support pupils' access to learning. Where pupils require more specialist or flexible support, leaders use targeted provision and, where appropriate, alternative provision.

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Inclusion Expected standard

Leaders review pupils' welfare and learning regularly. However, in some cases, particularly for pupils with increased needs, pupils' learning needs and next steps are not always identified sharply enough. As a result, learning is not always matched as precisely as it could be to what pupils need to learn next.

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Leadership and governance Expected standard

Leaders provide clear direction and have established a positive culture across the school. They are ambitious for pupils and have appropriately prioritised improving teaching and learning in reading, writing and mathematics. This focus has led to greater consistency in classroom practice over time and is beginning to have a positive impact on current pupils' achievement.

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Leadership and governance Expected standard

Leaders know the school's strengths and areas for development well. They use monitoring and assessment information to identify priorities and have put in place actions that align with the areas for improvement identified by inspectors. Leaders have strengthened professional learning and support for staff. Teachers value the guidance, coaching and feedback they receive. Staff report that leaders are approachable and considerate of workload and wellbeing.

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Leadership and governance Expected standard

Leaders promote an inclusive culture in which pupils are known well and supported. They work with families and external agencies to reduce barriers to learning and wellbeing, particularly for disadvantaged pupils and those with special educational needs and/or disabilities. Safeguarding arrangements are effective, and leaders ensure that pupils' welfare is prioritised.

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Leadership and governance Expected standard

Members of the local governing board provide support to school leaders but do not consistently offer the same level of strategic challenge. Local governors rely heavily on information provided by school leaders and continue to develop the confidence and expertise needed to evaluate impact independently. However, oversight from the trust helps to strengthen accountability and supports leaders to maintain a clear focus on improvement.

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Personal development and wellbeing Expected standard

Leaders provide a broad and inclusive programme to support pupils' personal development and wellbeing. The curriculum is carefully sequenced from the early years, where children learn to recognise and manage their emotions and develop self-regulation. This builds step by step through the school, so that by Year 6 pupils explore themes such as identity, relationships, mental health and resilience.

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Personal development and wellbeing Expected standard

Pupils learn how to stay safe online and in the community. They develop an age-appropriate understanding of relationships, personal boundaries and risk. They learn about fairness, respect and understanding difference, including different beliefs, cultures and backgrounds. These experiences help pupils to develop confidence and a secure understanding of life in modern Britain.

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Personal development and wellbeing Expected standard

Pupils learn about fundamental British values in meaningful ways. They contribute positively to school life through opportunities such as the school parliament. This enables pupils to share views, represent others and understand that their voices matter. Leaders ensure that disadvantaged pupils are supported to participate fully, helping them to develop confidence, responsibility and a strong sense of belonging. Leaders also place a strong emphasis on pastoral support for pupils who need it most. Staff know pupils well and work closely with families and external professionals to help pupils feel safe, supported and able to engage positively with school life.

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Needs attention

Leaders provide a wide range of enrichment activities, trips and experiences that broaden pupils' horizons beyond the local area. These include educational visits, performances, outdoor learning activities, music and various sports clubs. Leaders remove barriers so that disadvantaged pupils can access these opportunities. Pupils value these experiences and, as a result of this work, develop their confidence, self-esteem, curiosity and wider interests.

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Achievement Needs attention

Although there have been recent improvements, pupils' achievement in reading, writing and mathematics does not meet national expectations. As a result, some pupils do not secure the knowledge and skills needed for the next stage of their education. Some pupils typically join the school with starting points lower than could be expected for their age. Leaders have prioritised improving teaching in the core subjects, and as a result, current pupils benefit from more consistent practice. Many pupils are now making better progress through the curriculum and show growing confidence and engagement in their learning, contributing to an improving picture across the school.

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Achievement Needs attention

However, pupils' achievement is not yet consistent across year groups. Some pupils do not reliably remember and apply their learning in the wider curriculum. Pupils with special educational needs and/or disabilities generally progress appropriately from their starting points, but where their needs are increased, learning is not always matched precisely enough to their individual targets.

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What it's like to be a pupil at this school

Pupils enjoy attending this welcoming school. They feel valued and part of the community. Pupils come from a wide range of cultural and social backgrounds. Many join the school at different points in their education. They settle quickly because adults support them to develop important skills from the earliest stages. From the start, pupils build confidence, communication skills and positive attitudes to learning, helping them to feel included. Staff help pupils to overcome barriers linked to language, mobility, disadvantage and special educational needs and/or disabilities. This helps all pupils to participate positively in learning. Many pupils take part in enrichment activities beyond lessons, which further strengthen relationships and pupils' sense of belonging.

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What it's like to be a pupil at this school

Relationships between pupils and staff are positive. Pupils behave well in lessons and at social times. They feel safe because adults look after them well. Pupils understand that bullying is rare. They are confident that any worries or concerns are dealt with quickly and appropriately.

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What it's like to be a pupil at this school

Pupils value learning alongside others from different backgrounds and cultures. They show respect for one another. Pupils live the school's values of being 'ready, respectful and safe'. These values underpin pupils' positive attitudes to learning and behaviour. Classrooms are calm and purposeful, helping pupils to settle quickly and focus on their work. Pupils are supported alongside their families to attend school regularly. As a result, attendance is improving over time.

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What it's like to be a pupil at this school

Pupils enjoy learning, particularly in reading, writing and mathematics. Clear lesson structures and consistent expectations help them to grow in confidence and improve engagement over time. However, pupils' achievement in these subjects does not meet national expectations. In addition, pupils do not consistently remember and apply their learning across the wider curriculum. Consequently, some pupils do not build knowledge securely or leave the school as well prepared as they should be for the next stage of their education.

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Next steps

• Leaders should improve pupils' achievement in reading, writing and mathematics so that more pupils meet national expectations and securely remember and apply their learning over time. • Leaders should ensure that the clarity and consistency evident in the core subjects are embedded across all subjects so that pupils build and retain knowledge securely across the wider curriculum. • Leaders should strengthen the precision of support for pupils with increased special educational needs and/or disabilities so that learning is closely aligned to individual needs and targets. • Governors should strengthen their strategic oversight so that they evaluate the impact of leaders' actions more rigorously and hold leaders to account for pupils' outcomes.

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About this inspection

This school is part of Heart 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), David Morris, and overseen by a board of trustees, chaired by David Hoare.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty's Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with senior leaders, trustees and governors during the inspection.

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About this inspection

An inspector also spoke with a representative for the virtual school's headteacher.

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About this inspection

The inspectors confirmed the following information about this school:

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About this inspection

The school currently uses one alternative provider.

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Team inspectors:

Ahson Mohammed, Ofsted Inspector Michele Geddes, Ofsted Inspector Sara Boyce, His Majesty's Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The school runs an on-site nursery provision for children aged 2 and 4.

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What does this mean?

Headteacher: Andie BenBrahim The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2024/25 (revised) 66% 72% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2024/25 (revised) 48% 47% Close to average

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average

2023/24 (final) 38% 46% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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average

2024/25 (revised) 60% 63% Close to average

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average

2023/24 (final) 68% 62% Close to average

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average

2022/23 (final) 55% 60% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2024/25 (revised) 60% 59% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2024/25 (revised) 52% 61% Close to average

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average

2023/24 (final) 59% 59% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2023/24 (3 term) 6.0% 5.5% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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