Bourne Primary School

Bourne Primary School

Address: Cedar Avenue, Ruislip, HA4 6UJ Unique reference number (URN): 102368

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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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Achievement Strong standard

Pupils are very well prepared for their next steps in education. By the time they leave the school in Year 6, they have the knowledge and skills that they need across the curriculum. Pupils, including those who are disadvantaged, produce work of a high quality and can explain what they have learned with enthusiasm. They draw links from across their learning and build a secure body of knowledge over time. This is particularly evident in key stage 2. Published data from national tests shows that, over time, pupils achieve very highly. Outcomes at the end of key stage 2 are typically above national average outcomes, including for those pupils who are disadvantaged.

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Achievement Strong standard

Pupils routinely make considerable progress from their starting points through the curriculum. Regardless of their individual needs, pupils gain the understanding and skills that they need to be successful learners. They take pride in their work and enjoy the opportunity to showcase what they have learned.

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Attendance and behaviour Expected standard

Attendance is close to national averages. Leaders are reducing persistent absence. They work closely with families to help to address barriers and improve habits of attendance. Leaders often take time and a personalised approach to work effectively with parents, carers and pupils. Punctuality is improving at the school, with the help of clear morning routines. Positive relationships enjoyed between staff and pupils are having a clear impact on pupils' attitudes to school and their learning.

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Attendance and behaviour Expected standard

Around the school, pupils are polite, courteous and respectful. If behaviour falls short of the school's high expectations, pupils are quick to respond to gentle reminders from staff. Staff apply the rules fairly. Any incidents are carefully followed up with a focus on learning and understanding the consequences of actions. In lessons, there are few interruptions and pupils appreciate their learning. Children in the early years learn to take turns and be kind to one another. Bullying is rare. Older pupils play a key part in resolving disputes as 'problem busters' in the playground. They encourage pupils to play cooperatively. Pupils' leadership roles support the school's emphasis on responsibility and citizenship.

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Curriculum and teaching Expected standard

Leaders have developed the curriculum in recent years. Careful thought has been given to better reflect the diversity within the school community and to raise the importance of reading. Phonics is taught consistently well, and pupils read from books that match their current phonics knowledge. Reading passports and daily class reading have created a buzz around reading. Leaders have strengthened mathematics through a renewed focus and further time given for pupils to practise what they have learned. The teaching of writing and developing pupils' oracy is less consistent. Leaders know there is more to do to build a consistent approach in these areas of the curriculum, beginning in the early years.

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Curriculum and teaching Expected standard

Pupils typically enjoy their learning. Teachers have the subject knowledge they need and often explain new concepts clearly. Pupils with special educational needs and/or disabilities and those who are disadvantaged are supported to access their learning well. Staff make reasonable adjustments when needed. Leaders are proactive in identifying needs and sharing this information with teachers. Staff provide targeted additional support, particularly for pupils who need help with their reading. Teachers check pupils' understanding and consider how to make learning come to life. Learning projects such as the making of puppets in Year 6 that combine skills from across the curriculum in preparation for a performance are particularly successful.

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Early years Expected standard

Children in the early years learn and play with each other cooperatively. They are curious learners and are provided with a learning environment that encourages and develops their imaginative skills. Children are happy in the early years. Staff support them to develop their concentration and perseverance. Children quickly become confident through role play and staff's skilled guidance. From the Nursery Year onwards, well-established routines help children settle quickly and to feel a sense of belonging. Staff work effectively with parents and carers to make sure that they have the information that they need. Pupils who are disadvantaged are known to leaders and are monitored carefully so that they benefit fully from the provision on offer.

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Early years Expected standard

Leaders are ambitious for children and have thought carefully about the curriculum. The school has prioritised reading and building a love of stories. Phonics is taught well, and children with special educational needs and/or disabilities receive the help they need to develop their early reading skills. Staff provide thoughtful opportunities for pupils to practise their motor skills, such as gymnastics putty. At times, the links between the intended activities and learning about the wider world are not sharp enough. Leaders know that there is more to do to develop children's language and oracy. Work here has begun through increased staff interactions and words of the week, but this could be strengthened.

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Early years Expected standard

Most children progress well through the early years and are well prepared for Year 1. Leaders ensure that, where this is not the case, a careful transition programme provides additional, appropriate support.

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Inclusion Expected standard

Leaders put kindness at the heart of what the school does. Leaders take the time to talk to pupils about their hopes and ambitions, and staff are always on hand to support pupils. They take pupils' wellbeing very seriously. Pupils appreciate walking with Dash, the school dog, when they need some time to manage their emotions. Pupils who are disadvantaged benefit from carefully tailored support as required.

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Inclusion Expected standard

Staff are quick to identify the needs of individual learners. Leaders work effectively with professionals and act on advice when needed. Staff are given the information and training that they need to make appropriate adaptations so that pupils with special educational needs and/or disabilities can access their learning confidently. These pupils achieve well alongside their peers. Interventions are delivered competently. At times, pupils who attend these interventions, or have been absent, are not consistently provided with the key knowledge that they have missed on their return to lessons.

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Inclusion Expected standard

Leaders use pupil premium funding appropriately. While disadvantaged pupils achieve well in Year 6, this strategy would benefit from further refinement, including a sharper consideration of enrichment opportunities. Leaders have expanded the school's offer of sports, outdoor activities and in-house initiatives. However, the take-up of clubs and opportunities to develop disadvantaged pupils' independence and talents is not tracked and checked as precisely as it could be.

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Leadership and governance Expected standard

Leaders have a robust understanding of the school's context and community. They have an accurate view of the strengths and priorities for further improvement. Governors have a shared vision with the wider school staff. Leaders make decisions with pupils' interests in mind. There is a real community spirit at the school. The recent extensive flooding provides a very vivid example of how this community pulled together in a time of adversity.

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Leadership and governance Expected standard

Staff morale is high. Leaders manage staff workload. They provide appropriate training to develop staff's professional expertise. They ensure that stakeholders, including parents, carers and pupils, feel valued. Governors take an active role in the school. They make sure that they are known to parents and pupils, as well as providing careful oversight. They readily digest the training they are given and understand their duty of care. Governors ensure that statutory duties are met.

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Leadership and governance Expected standard

Leaders' improvement work is carefully designed and research informed. Their work has been successful in many areas. There are several new strategies in place. Leaders understand the importance of checking the implementation and impact of this work.

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Personal development and wellbeing Expected standard

The school provides a curriculum that has pupils' wider development at its centre. Visits and workshops are thoughtfully arranged to deepen pupils' understanding. The outdoor provision provides access to nature alongside developing pupils' skills, such as problem-solving and cooperation. This provision begins in the children's Reception Year and builds in complexity as they move through the school.

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Personal development and wellbeing Expected standard

There are a variety of clubs offered to pupils, including football and choir. Leaders have also extended the school's sporting programme to include gymnastics and swimming. Pupils engage with additional competitions and events, such as writing to veterans who served in the Second World War. They celebrate different cultures and faiths. However, pupils seldom visit places of worship, although they do hear from speakers of different faiths. Likewise, while disadvantaged pupils are supported in accessing enrichment outside of school, the tracking and monitoring of pupils' participation are not as sharp as they could be.

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Personal development and wellbeing Expected standard

Pupils experience a comprehensive personal, social and health education. Through lessons, pupils develop a secure understanding of tolerance, respect and fundamental British values. Leaders are undertaking work to ensure that gaps in pupils' knowledge are identified and addressed quickly. Pupils receive age-appropriate relationships and sex education. This includes learning about consent and healthy relationships.

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

This is a warm and welcoming school where difference is celebrated. Pupils are happy at school and attend well. They quickly become confident young people with a clear sense of right and wrong. The school works effectively with its local community and in partnership with parents and carers. Pupils are nurtured and are well known by staff across the school. Pupils are safe and feel a strong sense of belonging. The school's values are woven across the school and become a lived reality for its pupils. Leaders have diversified the curriculum and experiences provided for pupils. This begins from the early years. Pupils feel seen, valued and respect one another.

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

Leaders have high aspirations for what pupils can achieve. Learning is carefully sequenced to build understanding. Pupils are encouraged to do their best. By the end of key stage 2, pupils achieve highly, typically above the national averages. Pupils who need additional support to access their learning in the classroom receive the help they need. Pupils with special educational needs and/or disabilities are provided with both academic and emotional support should they require it. They enjoy school and achieve highly. Pupils are well prepared and ready for their steps when they leave the school.

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

Pupils want to do well. They know the school rules and what is expected of them. Any incidents are followed up quickly by staff, and bullying is not tolerated. Discrimination is not a feature of this school. The school offers an enriched education. Outdoor learning and various projects, alongside trips to sites of historical significance, are a regular feature of school life.

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Next steps

• Leaders should strengthen their pupil premium strategy so that it is more precise and supports disadvantaged pupils to benefit further from the school's enrichment offer. • Leaders should build on their current work to ensure that there is a consistent approach to both writing and oracy across subjects and year groups. • Leaders should consistently ensure that pupils, especially those who are disadvantaged, have the key component knowledge they need when they return to lessons following absence or interventions. • Leaders should systematically track pupils' engagement with the personal development programme on offer and ensure that it is tailored to pupils' aspirations. • Leaders should continue their work to strengthen the curriculum in early years by ensuring that oracy and language development are fully embedded.

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Team inspectors:

Jamie Hallums, Ofsted Inspector Meena Walia, Ofsted 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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About this inspection

The headteacher of this school is Michelle Green.

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About this inspection

The co-chairs of the board of governors in this school are Joanna Kindley and Lynn Kauffman.

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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, governors, and representatives from the local authority alongside staff, pupils, parents and carers during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school has undergone a significant change since the last inspection. There is a new headteacher, appointed in 2023, and new co-chairs of governors appointed in 2024.

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About this inspection

The school does not currently make use of any alternative provision.

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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 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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average

2023/24 (final) 62% 61% Close to average

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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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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 79% 73% Close to average

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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

2022/23 (final) 43% 44% 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

2023/24 (final) 63% 62% Close to average

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average

2022/23 (final) 71% 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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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

2022/23 (final) 57% 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

2024/25 (2 term) 5.4% 5.2% Close to average

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national average

2023/24 (3 term) 5.4% 5.5% Close to average

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national average

2022/23 (3 term) 6.1% 5.9% 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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national average

2024/25 (2 term) 16.1% 13.3% Close to average

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national average

2023/24 (3 term) 16.0% 14.6% Close to average

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national average

2022/23 (3 term) 16.7% 16.2% Close to average

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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. 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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