Bishops Down Primary and Nursery School

Bishops Down Primary and Nursery School

Address: Rydal Drive, Tunbridge Wells, Kent, TN4 9SU Unique reference number (URN): 118468

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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 Strong standard

Leaders take every opportunity to promote the importance of attending regularly. They work effectively to identify and remove any barriers before they become an issue for pupils or their families. This includes supporting pupils who join mid ‑ year so they settle in well and sustain their attendance. Where required, leaders make sure that pupils with acute physical and/or medical needs receive high-quality support. Consequently, pupils, including those with special educational needs and/or disabilities and disadvantaged pupils, have high attendance.

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Attendance and behaviour Strong standard

Pupils behave very well. Their attitudes to learning are commendable. Every morning, they walk into school with happy smiles and a respectful outlook, which flows into all areas of their learning. Staff implement the school’s behaviour expectations and systems consistently. As a result, the atmosphere around classrooms and corridors is amiable. Transition times are orderly and pupils settle into lessons quickly. Pupils, as well as the youngest children, respond to adult requests politely.

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Attendance and behaviour Strong standard

Leaders have established an effective culture of fairness, inclusion and equality. They provide suitable support for any pupils who need help to manage their emotions. Pupils understand what constitutes bullying or harassment. Any incidents of derogatory language or unkindness are not tolerated and are dealt with swiftly.

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Inclusion Strong standard

Leaders have created a highly effective school culture where diversity is genuinely celebrated and every pupil is valued. Their decisions consistently prioritise pupils’ best interests. For example, classroom spaces and corridors are purposefully designed so that, regardless of individual needs, pupils experience a deep sense of belonging and thrive in their learning. As a result, pupils grow in confidence and independence.

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Inclusion Strong standard

Leaders use an extremely well-honed, efficient and successful process to make sure pupils get the right support at the right time. They work closely with staff to ensure that the curriculum is adapted with precision. Consequently, pupils with special educational needs and/or disabilities (SEND), disadvantaged pupils and those who attend the school’s specialist resource provision for pupils with SEND make rapid progress from their individual starting points. Leaders check carefully that these pupils benefit from a personalised curriculum that prioritises communication skills and education, health and care plan targets effectively.

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Inclusion Strong standard

Leaders and staff collaborate efficiently with external professionals and pupils’ families to secure high ‑ quality provision. They monitor pupils’ progress systematically and evaluate the impact of interventions to inform future planning.

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Inclusion Strong standard

Additional funding, such as the pupil premium grant, is used appropriately to enhance access and outcomes for disadvantaged pupils. Where necessary, alternative provision is used effectively to address additional barriers.

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Achievement Expected standard

Overall, pupils leave school well prepared for the next stage of their education. Although small cohorts make year-on-year published data less reliable, national assessments show outcomes at the end of key stage 2 are in line with national averages. Pupils with special educational needs and/or disabilities and disadvantaged pupils also achieve well.

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Achievement Expected standard

Pupils learn to read accurately and confidently. Staff identify gaps in pupils' phonics knowledge promptly and provide effective support, enabling pupils to catch up quickly. Pupils who need extra help with reading and communication catch up quickly because staff act early. Recent improvements to the mathematics curriculum are helping pupils to deepen their understanding. Teachers typically have high expectations for the quality of pupils' written work across the curriculum. However, sometimes, pupils do not use and apply their basic skills in spelling, writing and number well enough across the subjects they study.

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Curriculum and teaching Expected standard

Leaders have designed an ambitious and interesting curriculum. It is thoughtfully arranged so that pupils build their knowledge coherently over time. Staff adapt the curriculum skilfully to meet the needs of pupils with special educational needs and/or disabilities (SEND). The curriculum that pupils learn in the specially resourced provision for pupils with physical disabilities is individualised and purposeful.

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Curriculum and teaching Expected standard

Leaders ensure that staff have the training, expertise and subject knowledge necessary to teach the curriculum well. Teachers adapt activities so that those with barriers to their learning, as well as pupils with SEND, can learn from the same curriculum alongside their peers. Typically, teachers check how well pupils understand what they have learned. For example, they encourage pupils to discuss their thinking before sharing ideas with the class using subject-specific vocabulary. However, occasionally, teachers do not correct misconceptions in some pupils’ spelling, writing and number knowledge with sufficient precision. Where this happens, some pupils do not learn as well as they could.

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Curriculum and teaching Expected standard

Since the last inspection, leaders have strengthened the teaching of phonics. This means that staff consistently check and make sure that pupils practise their early reading skills and knowledge. As a result, pupils are fluent and independent readers. For pupils who need it, staff provide timely and effective additional support with reading. This helps pupils to catch up quickly.

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Early years Expected standard

The early years curriculum is designed carefully. This ensures that children, including those with special educational needs and/or disabilities, access learning in all areas effectively. Staff identify quickly any barriers to learning children may have. This includes any children with physical disabilities and those who join at different times in the year. They build nurturing relationships with children and respond sensitively to their individual needs. Where required, leaders also work well with parents, carers and external professionals to ensure that children have the right help and support to make progress in their learning.

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Early years Expected standard

Typically, children learn well from the start and leave Reception well prepared for their future learning. There is a deliberate focus on building children's communication and language skills. Occasionally, staff miss opportunities to check and ensure that children, including in Nursery, embed their vocabulary and communication skills securely across all areas of learning.

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Early years Expected standard

Staff introduce children to phonics from the moment they join in Reception. They check carefully that children learn to use their phonics knowledge to read and write with growing confidence. Staff inspire children in Nursery Year to learn songs and rhymes as part of the curriculum routines.

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Leadership and governance Expected standard

Leaders foster a close sense of community and shared purpose. Inclusion is a distinct strength here. Leaders have a razor-sharp understanding of the school’s strengths and areas for development. They place pupils' best interests at the heart of their decisions. Where required, leaders engage proactively with other professionals and specialists when planning improvements and evaluating the impact of their work. This ensures that they remain focused on the priorities that will have a highly positive impact on pupils’ education and wider school experiences.

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Leadership and governance Expected standard

Leaders ensure that all staff access a purposeful and high-quality programme for professional learning. Leaders use an evidence-informed approach to ensure that they sustain and coherently deliver this offer. Non-teaching staff receive an equally ambitious offer that is largely effective and tailored to develop their expertise in their specific areas of work. Leaders consider staff's wellbeing and workload carefully. For example, they make sure that staff have the time, support and resources they need to manage their responsibilities effectively. Staff understand leaders' strategic direction. They contribute to improvement, reflecting a culture of collective responsibility.

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Leadership and governance Expected standard

Governors understand their roles and statutory responsibilities well. They provide appropriate challenge and support to leaders, particularly through their oversight of the school's in-house specialist resource provision for pupils with special educational needs and/or disabilities. Parents and carers are typically very positive about the education and wider opportunities that the school offers their child.

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Personal development and wellbeing Expected standard

The school day and the curriculum are full of opportunities which promote pupils’ personal development. For instance, in lessons and assemblies, pupils discuss topics such as equity, disability and individual liberty thoughtfully. They think carefully about themes such as fairness, kindness and how their actions affect others as well as the planet. Pupils talk maturely about differences and similarities between religious celebrations. Younger children learn to take turns, share resources and resolve minor conflicts with increasing maturity. Pupils show empathy towards others and develop a clear sense of positive citizenship. Staff generally teach the personal, social and health education (PSHE) curriculum well. Pupils learn about puberty, healthy relationships, friendships and how to look after their physical health. They know how to keep themselves safe in different situations, including when online. Pupils also learn about the jobs they can pursue in their future lives by working

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Personal development and wellbeing Expected standard

with a range of professionals such as artists, politicians, engineers and architects, who visit regularly. They develop social skills through responsibilities such as being school librarians, house captains and members of the school council. Leaders are making sure that pupils continually deepen their understanding in all areas of the PSHE curriculum.

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Personal development and wellbeing Expected standard

Leaders ensure that pupils broaden their horizons through carefully considered trips and enrichment activities. Pupils have access to a wide range of clubs and activities in areas such as sports, arts and games. These are designed to support pupils’ talents and interests. They also help them to develop new skills and work collaboratively with others. Pupils benefit from outdoor learning and from the rich local heritage through visits and community events. Leaders carefully track participation to ensure that every pupil is supported to access the full range of opportunities. This enables all pupils to benefit fully so that they are consistently well prepared for life beyond school.

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

Pupils enjoy their time at Bishops Down Primary and Nursery School. From the moment they enter this inclusive school, they experience a warm, happy and caring welcome. This is because staff develop positive relationships with pupils and their families. Parents and carers value greatly the support their children receive. One parent, summing up the views of many, said, ‘We are delighted with the school. Leaders and staff are extremely approachable and patient with any questions and concerns.’

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

Pupils' behaviour is exemplary. Pupils are thoughtful, friendly and highly respectful. They work and play together with maturity. Older pupils set an excellent example for younger children. Incidents of bullying or discrimination are uncommon. Pupils are confident that staff will quickly help them deal with any concerns they may have. They feel safe and well cared for. Pupils’ enjoyment of their school experiences is also reflected in their high attendance.

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

Children in the early years know that learning is important. They develop positive learning habits. For example, they maintain their concentration and listen to others during discussions.

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

Leaders are ambitious for all pupils, including those with special educational needs and/or disabilities (SEND). Pupils with SEND, including those in the school's specialist resource centre, are supported very well to access and succeed academically and in other areas of school life. Consequently, pupils show a passion for learning. They enthusiastically explore new ideas and work hard in lessons. When learning something tricky, pupils encourage and support each other and celebrate success. They leave school well prepared for the next stage of their education. Pupils, including those who are disadvantaged, pursue their hobbies and interests in gardening, dancing and choir clubs. They relish their leadership roles as Rotarians, house captains, members of the school council and librarians.

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Next steps

Leaders should ensure that teachers promptly identify and address key gaps in pupils’ foundational skills of spelling, writing and number so that all pupils secure the basics, achieve highly across the curriculum and are consistently well prepared for the next stage of their learning. Leaders should ensure that teaching is highly effective in the early years so that children develop their vocabulary and communication skills securely in all areas of learning and achieve as well as they could.

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About this inspection

The chair of the board of governors in this school is Freya Melkonian.

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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 met with the chair of governors and 3 governors during the inspection. Inspectors also spoke on the telephone with staff from the alternative provision and an officer from the local authority.

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About this inspection

Inspectors spoke with several pupils, staff, parents and carers. They considered the responses to the online survey, Ofsted Parent View, and the responses to the staff and pupil surveys.

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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 uses one registered alternative provision.

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Team inspectors:

Julie Prentice, Ofsted Inspector Deborah Perkins, 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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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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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

2024/25 (revised) 67% 62% Close to average

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average

2023/24 (final) 60% 61% Close to average

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average

2022/23 (final) 63% 60% 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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average

2024/25 (revised) 70% 72% Close to average

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average

2023/24 (final) 67% 72% Close to average

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average

2022/23 (final) 73% 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) 73% 74% Close to average

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average

2022/23 (final) 70% 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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Disadvantaged pupils reaching the expected standard in reading

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

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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

‘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) 4.9% 5.2% Close to average

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national average

2023/24 (3 term) 5.0% 5.5% Close to average

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national average

2022/23 (3 term) 6.5% 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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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

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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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