Shortstown Primary School

Shortstown Primary School

Address: Beauvais Square, Shortstown, Bedford, Bedfordshire, MK42 0GS Unique reference number (URN): 144546

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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 Expected standard

Pupils achieve well overall. In national tests at the end of Year 6, pupils' outcomes in the individual subjects of reading, writing and mathematics are close to national averages and improving over time. Disadvantaged pupils achieve well, and their outcomes are close to national averages in reading and writing. Leaders have acted effectively to improve disadvantaged pupils' attainment in mathematics.

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Achievement Expected standard

In the early years, most children are ready for Year 1 by the end of the Reception Year. They progress securely through the curriculum from their various starting points. In other subjects, pupils typically achieve well. The work in pupils' books demonstrates this, as does their verbal recall of what they have learned.

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Achievement Expected standard

In phonics, leaders check pupils' progress meticulously. They put effective, targeted support in place to address any gaps in pupils' knowledge. There has been some improvement in pupils' outcomes in the Year 1 phonics screening check in recent years. However, phonics outcomes are still below the national average.

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Attendance and behaviour Expected standard

Leaders are acutely aware of the importance of high attendance. They pursue their ambitious attendance targets doggedly, with notable success, as the school's attendance figures are higher than the national average. This is true for pupils overall and for groups such as pupils with special educational needs and/or disabilities. Leaders track attendance closely and act decisively to address any concerns that arise. They build positive relationships with pupils and their families, in order to understand what the barriers to regular attendance are. Leaders put bespoke support in place that leads to improvement for those pupils whose attendance dips.

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Attendance and behaviour Expected standard

From the moment children enter the early years, staff model positive relationships, respect and kindness. Leaders establish clear routines and remind pupils of the school's expectations for everyone to be happy, safe and able to learn. This helps pupils throughout the school to make positive behaviour choices. They display positive attitudes to learning. If pupils struggle to meet the school's high expectations, staff intervene, teaching pupils effective strategies to manage their emotions and improve their behaviour. The culture of respect and pupils' natural acceptance of difference mean that unkind incidents, for example bullying or discrimination, are rare.

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Curriculum and teaching Expected standard

Since the last inspection, leaders have strengthened the curriculum. They have ensured it maps out the sequence of learning and identifies clear curriculum goals for each year group in every subject. This supports teachers' subject knowledge and helps them know what to teach and when. The refined curriculum prioritises basic knowledge and skills in the core subjects of reading, writing and mathematics so that pupils are able to access the wider curriculum successfully. Language and communication are key priorities from the early years through to Year 6. Pupils learn specific vocabulary associated with each subject.

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Curriculum and teaching Expected standard

Typically, teachers deliver the curriculum well. They revisit previous learning to help secure pupils' knowledge and present new information clearly. Pupils with special educational needs and/or disabilities generally receive appropriate support.

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Curriculum and teaching Expected standard

Overall, leaders and staff check how well pupils are learning effectively. For example, checks at the end of each unit and year provide information about pupils' progress. Leaders and staff use this information to adjust the curriculum and provide support to catch up, if necessary. In many instances, teachers use their checks to identify and address gaps in pupils' knowledge well. However, at times, staff do not spot pupils' errors or misconceptions. Consequently, they do not make the adaptations that pupils need. This slows some pupils' progress through the curriculum.

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Early years Expected standard

Leaders have reviewed and refined the early years curriculum. They have ensured that it outlines the progression in children's learning from one year group to another in early years, towards the goals children must achieve to be ready for Year 1. The curriculum identifies the building blocks of learning in reading, writing and mathematics, with a particular focus on early reading and phonics. Stories, songs and rhymes are part of the daily routine. Children learn to recognise sounds, patterns and rhythms in the Nursery. This prepares them for word reading and increasing fluency in the Reception Year and beyond.

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Early years Expected standard

Staff liaise effectively with other settings, parents and carers to support children's transition into and movement through the early years setting. They establish warm, caring relationships with children. Consequently, children settle quickly. They learn and play happily and confidently. Staff know children's needs and next steps. Most interactions between staff and children are high quality. For example, staff model new language, use questioning skilfully and provide opportunities for children to practise what they have learned in adult-led sessions. Occasionally, staff do not use opportunities in the provision to check children's learning and address their errors as effectively as they could. Nevertheless, most children are ready for Year 1 by the end of the Reception Year.

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Inclusion Expected standard

Leaders check whether pupils have any barriers to learning as soon as they join the school. Their early identification of pupils' needs means that leaders can act quickly to put support in place that enables pupils to succeed. Leaders ensure that staff are well equipped to meet the range of pupils' needs, through professional development or advice from external specialists, for example.

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Inclusion Expected standard

Pupils with special educational needs and/or disabilities (SEND) benefit from adjustments to the curriculum and teaching to help them to learn well. Throughout the school, additional adults are deployed effectively to support pupils with SEND. In the school's 'nurture room', pupils with social and emotional difficulties receive bespoke provision that enables them to become more confident, independent learners. Leaders ensure that additional funding, such as the pupil premium grant for disadvantaged pupils, is spent wisely. For example, leaders use the grant to provide staff training, specialist therapies and wider experiences to broaden pupils' horizons, such as trips to the theatre or a safari park.

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Inclusion Expected standard

Leaders maintain clear oversight of provision for pupils with SEND or other barriers to learning. They track pupils' progress to measure the impact of their actions, making adjustments and strengthening the provision where needed.

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Leadership and governance Expected standard

In the last year, there have been a number of changes in staffing, particularly among teachers. During this period, leaders have kept pupils' best interests at the forefront of their minds. With help from the trust, leaders have also supported staff wellbeing and sought to minimise any increase in staff workload resulting from the ongoing challenges.

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Leadership and governance Expected standard

Leaders know their school very well. While their capacity to check the quality of provision has been somewhat reduced as a result of recent changes, leaders have maintained a sharp focus on the most important priorities for improvement. They have continued to drive up standards in aspects of the school's work, for example attendance and pupils' achievement. Trust leaders' support has been instrumental in facilitating this and in ensuring that pupils continue to receive a high-quality provision overall. Trustees and governors provide support and challenge to school leaders. They oversee all areas of provision and fulfil their roles effectively. This includes meeting their statutory duties, for example overseeing the school's safeguarding systems and processes.

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Leadership and governance Expected standard

Staff are supportive of leaders' decisions. They value the opportunities that they are given to develop their knowledge and skills through the professional learning offered by the school and, more widely, the trust. For example, networks across the trust enable staff to engage with colleagues to seek advice and share successful approaches. Training, sometimes from external specialists, supports staff to better meet pupils' needs and improve their practice.

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Personal development and wellbeing Expected standard

The personal development programme prepares pupils well for their next steps in education and for life in modern Britain. As part of this, leaders have developed a curriculum for personal, social and health education with pupils' needs in mind. It includes comprehensive relationships education at an age-appropriate level. Pupils' personal development is further supported by a programme of assemblies and teaching in other subjects such as computing, religious education and science. Pupils learn about a range of topics. These include right and wrong, friendships, online safety, personal safety and intercultural understanding. In the early years, children share, listen to each other and take turns. They learn about healthy eating and ways of expressing their feelings. Older pupils explore pertinent issues such as consent, cyber-bullying and their changing bodies. Pupils learn about democratic processes

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Personal development and wellbeing Expected standard

by voting for the school council and by debating topics in class.

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Personal development and wellbeing Expected standard

The curriculum is enriched by the use of the school's 'pupil opportunities passport'. This sets out trips, visitors, workshops, clubs and special events that pupils will experience during their time at Shortstown. It creates memories for pupils, expands their life experiences and enhances their learning. Pupils can discover new interests and talents, such as singing, touch-typing and baking. Leaders identify barriers that pupils may have to accessing these opportunities. They act to remove these, for example setting up lunchtime activities for younger pupils and those who cannot attend after-school clubs. In some cases, leaders invite pupils who will particularly benefit from a particular activity. For example, at a lunchtime fruit-salad-making session, pupils develop social skills alongside learning about healthy eating, hand hygiene and the safe use of kitchen tools.

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Personal development and wellbeing Expected standard

The school's values are threaded through the personal development programme. Consequently, pupils develop important qualities such as confidence, respect, resilience, perseverance and an enthusiasm for lifelong learning.

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

Everyone is welcome at Shortstown. This gives pupils a sense of belonging and safety. The pupil community is richly diverse. Pupils are very understanding of difference in all its forms. The school's inclusive culture means that all pupils receive opportunities to succeed. Pupils with additional needs receive tailored support to reduce or remove their barriers to learning and to access the range of experiences on offer.

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

Pupils enjoy learning and are keen to come to school. Attendance is high. Many pupils run enthusiastically through the gate at the start of each day. They are greeted warmly by staff, with who they have positive, respectful relationships. Incidents of bullying are rare. Pupils behave well. Classrooms are largely calm and productive spaces. Children in the early years settle happily and quickly, thanks to clear routines and expectations.

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

Staff are ambitious for all pupils, and overall, pupils achieve well. Increasing numbers of Year 6 pupils are reaching the expected level in national reading, writing and mathematics tests. In the early years, children learn the essential building blocks of knowledge. This supports progress through the curriculum as pupils move up through the school.

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

Pupils' wellbeing is a high priority, and leaders act to support this at every opportunity. For example, a distinctive approach to 'moving up' in the summer term each year prepares pupils very well for their next steps in education. Similarly, pupils are well prepared for life beyond Shortstown, thanks to a range of wider opportunities. Many pupils enjoy special responsibilities. These provide them with leadership and citizenship skills. Pupils clean the dining room at lunchtime, support others as members of the wellbeing committee and contribute actively to school life through the school council. These roles develop pupils' character and give them invaluable skills for later life.

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Next steps

• Leaders should ensure that they support staff to further develop their use of in-lesson assessment opportunities and adapt their teaching in response to these checks so that pupils’ gaps in knowledge, errors and misconceptions are effectively addressed.

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Lead inspector:

Caroline Crozier, His Majesty's Inspector

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Team inspectors:

Julie Lawrence, Ofsted Inspector Lucy Roberts, Ofsted Inspector Carley Holliman, 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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School and pupil context

• Leaders should continue to drive further improvement in pupils’ attainment, particularly in phonics, by securing more consistently high-quality teaching across the school.

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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 the headteacher, deputy headteacher, 2 assistant headteachers, the trust school improvement director and trust primary lead practitioner during the inspection. The lead inspector met with the CEO and 3 governors, including the chair.

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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 does not 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. National average: 3.5%

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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

2024/25 (revised) 60% 62% 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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average

2024/25 (revised) 75% 75% Close to average

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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) 70% 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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average

2024/25 (revised) 77% 74% Close to average

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average

2022/23 (final) 72% 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

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

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average

2022/23 (final) 39% 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

2024/25 (revised) 72% 63% Close to average

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national average

2022/23 (final) 50% 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) 56% 59% Close to average

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average

2023/24 (final) 62% 58% Close to average

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average

2022/23 (final) 50% 58% 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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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

2022/23 (3 term) 5.7% 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

2022/23 (3 term) 13.5% 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.

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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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