Bincombe Valley Primary School

Bincombe Valley Primary School

Address: Culliford Way, Littlemoor, Weymouth, Dorset, DT3 6AW Unique reference number (URN): 113716

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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 clear and positive impact. Robust systems for monitoring absence, combined with well-planned pastoral support, help more pupils to attend regularly and benefit from the full curriculum. Attendance for disadvantaged pupils is rising over time because leaders act quickly and thoughtfully. Where a small number of pupils continue to have low attendance, leaders work closely with families to remove barriers and secure lasting improvement. As a result, the school’s overall attendance picture is improving.

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Attendance and behaviour Expected standard

Pupils’ behaviour and attitudes to learning remain a key strength. Leaders have created a calm, orderly and respectful environment, where pupils behave with maturity and kindness. Staff apply behaviour expectations consistently and sensitively and make suitable adjustments for pupils with special educational needs and/or disabilities. Bullying is not tolerated. Pupils say that it is rare and that staff deal with any concerns quickly and effectively. Daily interactions reflect a culture of respect and inclusion. Pupils show positive attitudes to learning and take pride in their work. Warm, trusting relationships between pupils and staff help to ensure that unkind behaviour is addressed promptly and that pupils feel safe to learn and thrive.

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Early years Expected standard

The early years setting gives children a highly effective and nurturing start to school. From Nursery to Reception, staff organise the environment so it is calm, purposeful and inviting, helping children settle quickly and feel secure. Staff plan the provision carefully, creating high ‑ quality activities that build children's knowledge and understanding. Children concentrate well and show impressive focus. Adults support communication and language by modelling precise vocabulary, extending children’s responses and revisiting key language. Staff use a range of communication tools so that all children, including those with additional needs, can communicate successfully. Disadvantaged children and children with special educational needs and/or disabilities (SEND) thrive in the early years.

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Early years Expected standard

Leaders have created a story ‑ rich curriculum that encourages children to develop imaginative ideas about the world around them. Staff teach phonics with accuracy, helping children to secure early reading and writing skills. Well ‑ sequenced mathematical activities help children explain their thinking confidently. Across the curriculum, children explore the world through imaginative play and visits to local places, such as the park and the library.

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Early years Expected standard

Leaders' expertise across Nursery and Reception supports the early identification of children with SEND. Staff pinpoint children's needs quickly and tailor support. Warm, trusting relationships with staff underpin children's social and emotional development and positive behaviour. Parents and carers receive clear information about their children's progress. Children are well prepared for their next steps in learning.

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Inclusion Expected standard

Pupils, including those with special educational needs and/or disabilities and disadvantaged pupils, experience a warm and inclusive environment, where their wellbeing and individual needs are prioritised. Trusting relationships with staff help pupils feel secure and confident to learn. Pupils who need additional social or emotional help access it promptly and effectively. Leaders and staff have created an inclusive culture that enables all pupils to feel a positive sense of belonging.

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Inclusion Expected standard

Staff work together to remove barriers to learning. Leaders’ work with external partners strengthens provision for pupils who are disadvantaged or known to children’s social care. This ensures their needs are understood and responded to with care and precision.

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Inclusion Expected standard

The specialist resource hub is a particular strength. It provides an individualised and nurturing curriculum for pupils with complex needs. Staff use detailed knowledge of pupils’ sensory needs to shape routines and learning activities, helping them feel secure and re ‑ engage positively with learning. Pupils thrive in this provision, developing their communication, confidence and independence.

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Inclusion Expected standard

The school's early identification of additional needs is highly effective, particularly in early years, where staff recognise emerging needs promptly and accurately. Pupil premium funding is used well to support the progress of disadvantaged pupils.

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Personal development and wellbeing Expected standard

Pupils’ personal development and wellbeing are promoted well through a clear programme that supports their spiritual, moral, social and cultural growth. Pupils learn to reflect on their own beliefs, respect the views of others and think carefully about right and wrong. Regular discussions help them explore ethical issues in a thoughtful and age-appropriate way. Teamwork activities help pupils build positive relationships and contribute to the school community. They learn about citizenship through voting for the school council and develop understanding of the importance of freedom of speech. The curriculum and wider experiences help pupils appreciate cultural diversity and learn about different traditions.

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Personal development and wellbeing Expected standard

The school’s programme for personal development and wellbeing is broad, suitable for all ages and responsive to pupils’ needs, including those who are disadvantaged or have special educational needs and/or disabilities. Pupils develop a strong sense of belonging through trusting relationships with staff and with one another. They speak with pride about their school. Provision for pupils' physical and emotional wellbeing is wide ranging. The large site includes a multi ‑ use games area, football pitches, basketball hoops and an outdoor gym. Specialist teaching in basketball, football and ballet adds further opportunities. Pupils enjoy a wide range of clubs. Dedicated lessons in the school's teaching kitchen encourages healthy lifestyles, while up ‑ to ‑ date technology supports the computing curriculum and helps pupils develop essential digital skills.

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Personal development and wellbeing Expected standard

Relationships, sex and health education is taught sensitively and helps pupils understand healthy relationships, personal boundaries and how to stay safe, both online and offline. Character development is woven throughout the curriculum, helping pupils to develop resilience, confidence and a strong sense of responsibility. Staff know pupils well and

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Needs attention

provide consistent guidance that helps them make positive choices and feel secure. This prepares them well for the next stage of their education.

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Achievement Needs attention

Pupils’ outcomes over the past 3 years show an uneven picture. Overall attainment in reading, writing and mathematics remains below national averages, with mathematics continuing to be the weakest area. Progress in mathematics is not improving at the same rate as in phonics, reading and writing. The year 4 multiplication tables check shows clear gaps in pupils' recall of key number facts. These gaps in essential mathematical knowledge limit pupils' ability to reason mathematically and tackle more complex work.

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Achievement Needs attention

Despite this, disadvantaged pupils at the school typically achieve in line with, and sometimes above, disadvantaged pupils nationally. For example, in 2025 the writing outcomes of disadvantaged pupils were higher than those of non ‑ disadvantaged pupils nationally. Reading and writing outcomes across the school are now broadly in line with national averages, and disadvantaged pupils show steady improvement over time, with gaps closing.

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Curriculum and teaching Needs attention

Some areas of the curriculum are not as coherently structured as others, which limits how securely pupils build their knowledge over time. In these subjects, many pupils, including those who are disadvantaged or have special educational needs and/or disabilities (SEND), struggle to secure essential knowledge, especially in mathematics. Staff do not consistently use assessment information to check what pupils know and can remember. As a result, gaps in pupils' understanding are not always identified or addressed and some pupils find it difficult to recall and apply key concepts with confidence. When teachers do not check pupils' understanding precisely, teaching does not build securely on prior learning and progress slows.

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Curriculum and teaching Needs attention

Despite these weaknesses, pupils benefit from a broad and balanced curriculum enriched by specialist teaching in several subject areas. This specialist provision deepens pupils’ subject knowledge and ensures they experience a varied and engaging curriculum.

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Curriculum and teaching Needs attention

The English curriculum is coherently planned and enables pupils, including disadvantaged pupils and those with SEND, to learn with increasing confidence. Most pupils learn to read well. Leaders also recognise the need to improve pupils’ spoken language, pencil grip and letter formation, so that pupils can articulate their thinking clearly and write with greater accuracy and fluency in key stage 1.

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Leadership and governance Needs attention

Leaders identify weaknesses in how some areas of the curriculum are taught, but they do not act quickly enough to bring about improvement. Some decisions do not lead to timely or effective action, which slows progress in these areas. Governors understand their roles, but they do not provide the level of challenge needed to address these weaknesses.

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Leadership and governance Needs attention

Leaders know the school well and set clear expectations for staff and pupils. Their vision for an inclusive school, where pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged can thrive socially and emotionally, is shared by staff. Leaders have created a calm and orderly learning environment in which many barriers to learning have already been reduced. Leaders work with governors to shape opportunities for pupils and their families and keep pupils’ interests at the centre of many decisions.

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Leadership and governance Needs attention

Leaders provide training that develops staff knowledge in many areas, particularly in supporting pupils with SEND. The school’s focus on developing pupils' speaking and listening skills is well considered and increasingly evident in strengthening pupils’ reading and writing skills. However, the strategic approach to mathematics lacks clarity, particularly in relation to progression, fluency and the systematic teaching of core concepts.

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Leadership and governance Needs attention

Staff speak positively about the support they receive to manage their workload and wellbeing. Parents and carers also speak positively about the difference the school makes to their children.

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

From Nursery to Year 6, children and pupils experience a warm and nurturing environment, where they are safe, happy and well supported. They form positive friendships and build trusting, respectful relationships with staff. Pupils value the adults, who care for them and are confident that any worries will be listened to and acted upon. This contributes to a calm, harmonious atmosphere in lessons and around the school. Bullying is rare and dealt with promptly and effectively.

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

The early years setting enables children to flourish. Through carefully considered activities, children develop imaginative ideas about the world around them. Pupils consistently report that they feel safe in school and know who to turn to if they need help.

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

Pupils benefit from a broad, well ‑ resourced curriculum that extends beyond the classroom. Specialist teaching in computing and music enriches their learning, while a wide range of sporting opportunities, including basketball and football, are supported by expert coaching and high ‑ quality equipment. Pupils also enjoy experiences that broaden their horizons, such as visits to the beach, local university and college. These opportunities deepen pupils’ understanding of the world and support their wider development.

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

Most pupils enjoy learning and concentrate well, particularly in English. However, in some areas such as mathematics and early writing, pupils do not always receive the support they need to be consistently successful. When this happens, some lose focus and their progress slows. Attendance is secure for most pupils.

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Team inspectors:

Sean Millar, Ofsted Inspector Wendy D'Arcy, His Majesty's Inspector Pupils with special educational needs and/or disabilities, including those in the specialist resource hub, are fully included in the life of the school. Staff know pupils’ needs well and use targeted approaches that usually help them learn effectively. As a result, pupils develop their communication skills well and grow in confidence.

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Next steps

Leaders should revise the design of the curriculum in some areas so that knowledge is organised in a clear sequence that helps pupils build their understanding over time and achieve well. Leaders should ensure that staff check pupils’ understanding regularly so they can identify gaps in knowledge and address them before pupils move on to more complex learning.

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About this inspection

The chair of the board of governors in this school is Peter Marsden.

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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, senior leaders and some staff. The lead inspector also spoke with the chair and vice chair of governors and the governor for inclusion during the inspection.

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About this inspection

The inspectors confirmed the following information about the school: The school has a Communication and Interaction Inclusion Hub for children with autistic spectrum disorder. The school makes use of one registered alternative provision.

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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 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. National average: 26.3%

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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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What does this mean?

The type of Special Educational Needs provision provided at the school (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) 55% 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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average

2024/25 (revised) 79% 75% Close to average

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average

2023/24 (final) 76% 74% 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) 79% 72% Close to average

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average

2023/24 (final) 76% 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

2022/23 (final) 67% 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

2024/25 (revised) 55% 47% Close to average

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national average

2023/24 (final) 44% 46% Close to average

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national average

2022/23 (final) 45% 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) 64% 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

2023/24 (final) 63% 58% Close to average

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average

2022/23 (final) 59% 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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average

2024/25 (revised) 59% 61% Close to average

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average

2022/23 (final) 64% 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

2022/23 (3 term) 6.3% 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

2023/24 (3 term) 16.2% 14.6% Close to average

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national average

2022/23 (3 term) 18.0% 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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Urgent improvement

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