St Bartholomew's CofE Aided Primary School

St Bartholomew's CofE Aided Primary School

Address: Derby Road, Haslemere, Surrey, GU27 1BP Unique reference number (URN): 125242

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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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Early years Strong standard

Leaders have constructed a highly ambitious curriculum, which is well considered across all areas of learning. Staff are extremely knowledgeable about effective early years practices and child development. Learning activities are focused, well-sequenced and build children's knowledge effectively. There is a clear focus on communication and language across the setting. Leaders identify children's needs quickly, including the needs of disadvantaged children and those with special educational needs and/or disabilities (SEND). Parents work in close partnership with the school and are supportive.

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Early years Strong standard

Staff have established clear routines. Children settle quickly to learning activities which are thoroughly planned and inspire them to learn. Interactions between staff and children are extremely positive. Teaching is consistent and clear. Children develop very secure foundations across the curriculum. For example, children are able to confidently identify sounds in phonics, recap previously taught sounds and apply these in their writing successfully. When needed, staff address children's misconceptions quickly. Staff know their vulnerable children thoroughly and support them through tailored support. Children, including those who are disadvantaged and children with SEND, consistently achieve above-average outcomes across the curriculum. By the end of the Reception Year, children are very well prepared for their next stage of education.

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Personal development and wellbeing Strong standard

Leaders have crafted a highly effective personal development and wellbeing programme that is purposeful. They regularly review the programme and adapt it precisely to meet pupils' needs, including those who are disadvantaged. Planned activities promote deep reflection. This includes curriculum visitors and educational trips, such as those to London and France. Pupils are incredibly mature and articulate. They talk about their experiences confidently and relate enrichment activities to the school values and their everyday lives. Pupils celebrate cultural differences, and state that everyone is treated equally at the school. Pupils are given regular opportunities to reflect on their own and others' beliefs. Pupils articulate their views insightfully, emphasising that they feel a strong sense of belonging regardless of their religion.

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Personal development and wellbeing Strong standard

Pupils gain very detailed and secure knowledge through the relationships, sex and health education curriculum. They know British values thoroughly. They understand concepts such as democracy and why this is important for life in modern Britain. Pupils feel safe in school and they learn about risks appropriately. They have in-depth knowledge of online safety and can talk about topics such as malware, phishing and keeping personal information secure. Activities are purposeful and often include expert guidance. For example, pupils learned about the heart through hands-on learning with a consultant cardiologist as well as looking at readings on an electrocardiograph with a visiting paramedic.

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Personal development and wellbeing Strong standard

Pupils learn about being physically and mentally healthy. They understand and value the importance of friends, socialising, doing regular exercise and healthy eating. Pupils enjoy the variety of sports and arts activities available to them. The impact of the personal

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Expected standard

development programme on pupils' character is clear. One pupil exemplified this by saying, 'We've learned to see the positive in things, and we know who to turn to if we need help.'

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Achievement Expected standard

Pupils gain the knowledge and skills they need to be ready for their next stage of education. Many pupils consistently reach above-average outcomes in reading, writing and mathematics. Pupils with special educational needs and/or disabilities (SEND) make steady progress from their starting points. Most disadvantaged pupils achieve well. Pupils' written work is completed to a high standard. This is true in core subjects and wider curriculum areas, such as art. Notably, pupils thrive in French.

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Achievement Expected standard

Disadvantaged pupils, pupils with SEND and those known to social care, receive targeted support. They progress steadily through the curriculum. Historically, a small proportion of disadvantaged pupils did not achieve as well as they should. This has been addressed but is not yet reflected in published outcomes. Similarly, historic achievement in the Year 4 multiplication tables check was lower than national averages. Pupils now achieve much more securely in this area.

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Attendance and behaviour Expected standard

The staff have high expectations for pupils' behaviour. They act as role models and explicitly teach pupils about behaviour. Pupils are polite and caring. They open doors respectfully, take turns, and greet each other, staff and visitors courteously. In class, pupils settle to their learning quickly. Pupils behave well and demonstrate high levels of self-discipline and dedication to their learning. They speak positively about the school. For example, they state that other pupils behave well and that bullying is rare. Well-established routines build clearly from the Reception Year onwards. The playground offers great chances for social growth. Pupils share warm and respectful bonds with each other and with adults.

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Attendance and behaviour Expected standard

Overall, pupils' attendance at school is broadly in line with national averages. Attendance is a high priority for leaders. They have put a range of approaches in place to develop positive attendance across the school. This includes making school feel unmissable. Reward systems and the use of effective pastoral support help pupils to attend school regularly, including pupils with special educational needs and/or disabilities and disadvantaged pupils. Leaders track attendance systematically, quickly identifying and removing barriers for individuals. Where needed, leaders work closely with families individually to help pupils attend school regularly.

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Curriculum and teaching Expected standard

The curriculum is suitable and well designed across all subjects. Staff sequence lessons effectively in order to help pupils build on what they know. Drawing on their subject knowledge, staff teach lessons consistently and in line with leaders' high expectations. Staff modelling and questioning are very clear. They check pupils' understanding routinely, helping to ensure that gaps in learning are addressed. Pupils' misconceptions are addressed swiftly to strengthen learning and help pupils connect their ideas. Key knowledge in reading, mathematics and writing is taught well. For example, pupils' handwriting develops quickly because pupils receive the support they need to learn and then practise letter formation regularly.

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Curriculum and teaching Expected standard

Staff adapt lessons skilfully to ensure that pupils, including those with special educational needs and/or disabilities, are accessing their learning successfully. The school's approach to teaching reading is well embedded. Phonics teaching gives pupils at the earliest stages of learning to read the essential knowledge and skills that they need. This is particularly effective in the Reception Year. Generally, activities in lessons across the school are well considered and appropriate. They consolidate previous learning and extend pupils' knowledge. However, at times, some activity choices in lessons do not give a small proportion of pupils the opportunity to build their knowledge as effectively as they could.

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Inclusion Expected standard

Leaders have high expectations for all pupils, including those who have additional barriers to their learning. Leaders identify pupils' needs quickly, ensuring that appropriate support is put in place as early as possible. Staff use their knowledge of each pupil effectively to plan, act and review the impact of support systematically. Where necessary, leaders involve external specialists, such as speech and language experts, to help pupils with their specific needs.

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Inclusion Expected standard

Staff are trained appropriately. They sharpen their knowledge through regular professional development. Staff use resources effectively to help support pupils. This includes the use of technology and practical aids, where appropriate. As a result, pupils participate fully in school life. Pupils' barriers to learning and/or wellbeing are removed effectively. This helps most pupils make secure progress from their starting points.

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Inclusion Expected standard

The school has placed an increased focus on support for pupils with special educational needs and/or disabilities, as well as those who are disadvantaged. This has helped to prioritise inclusion work at the school. Leaders use additional funding effectively. Thoughtful interventions, such as the use of the school's therapy dog, help staff to meet pupils' individual needs well. Staff work closely with families to shape and review pupils' support. Leaders monitor the impact of interventions carefully and adapt support when needed.

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Leadership and governance Expected standard

Leaders know the school well and have identified the key areas which would strengthen provision even further. They have acted quickly to address historic areas where achievement was less secure. For example, leaders have implemented a renewed focus on arithmetic and multiplication to support pupils appropriately. Leaders take thoughtful, precise actions that are in the best interests of pupils. Leaders monitor the effectiveness of their actions systematically. Professional learning for staff is high quality and linked closely to the school's identified priorities. Leaders coordinate training effectively and without creating unnecessary burdens. Early career teachers receive the training they need to build their expertise quickly. Governors consider and address leaders' workload and wellbeing thoroughly. They understand their role as the responsible body and allocate time to check in on staff and the

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Leadership and governance Expected standard

headteacher supportively. All staff feel well supported and trusted. Governors know the school well. They are knowledgeable about their statutory duties, such as safeguarding, ensuring policies are in place and monitored effectively. Governors acknowledge the school's historic weaknesses. They are clear about the actions taken and how they have held leaders to account. Leaders and governors engage with parents well. Together, they create a positive and highly cohesive school community. Many parents shared their positive views about the school during the inspection. One parent summarised the thoughts of many, saying, 'The school is wonderful and has fabulous teachers who nurture the children and help them to reach their full potential. Children are extremely happy here.'

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

Pupils know British values well and understand how these link to the school's values. They celebrate each other's differences and know that they are treated equally. Pupils confidently talk about the school's values of 'believe, achieve, respect, trust, succeed'. They model these through their behaviour and attitudes across the school day. Pupils understand concepts such as democracy and why these are important for life in modern Britain. They take part in democratic processes, such as elections for house captains. Pupils recognise that it is important for everyone in the school to have a voice and feel heard. Through their involvement in activities such as working on the school's allotment, pupils value the ways they contribute to the school community, for example when growing food, cooking and eating it together. Across the school, pupils feel safe and are happy.

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

There is a tangible sense of belonging throughout the school. This starts from Reception Year, where children are very well prepared for Year 1. Children learn how to cooperate and help each other with care and empathy. Classrooms are typically calm, purposeful and engaging. Pupils know what bullying is. They say that leaders tackle bullying effectively and that when it has happened in the past, it stopped quickly. Pupils attend school regularly and consistently arrive at school and lessons on time.

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

Pupils with special educational needs and/or disabilities make positive progress from their starting points. Pupils, including those who are disadvantaged, typically achieve well by the end of key stage 2. However, lesson activities do not consistently provide pupils with the precise support required. This means, on occasion, a few pupils do not build their knowledge across the curriculum as effectively as they could.

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Next steps

Leaders should ensure that learning activities are designed precisely, particularly for disadvantaged pupils, so that pupils can build on what they already know more securely across all curriculum subjects. Leaders should ensure that their recently developed curriculum in mathematics continues to strengthen pupils' learning of times tables, resulting in improved published outcomes

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Team inspectors:

Katherine Russell, Ofsted Inspector Carla Laney, Ofsted Inspector William James, 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

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 and other school leaders. Inspectors spoke with the chair of governors and other members of the governing body. Inspectors also spoke to a representative of the local authority and the diocese.

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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 is registered as having a Christian (Church of England) religious character. Its last section 48 inspection took place in June 2022.

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About this inspection

The school does not use any alternative provisions.

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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

2024/25 (revised) 68% 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) 78% 75% Close to average

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average

2022/23 (final) 79% 73% 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) 72% 72% Close to average

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average

2022/23 (final) 72% 71% 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) 75% 74% Close to average

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average

2022/23 (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

2023/24 (final) 43% 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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national average

2023/24 (final) 57% 62% 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

2023/24 (final) 57% 59% Close to average

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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) 4.6% 5.2% 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. 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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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