Bowes Hutchinson's CofE (Aided) School

Bowes Hutchinson's CofE (Aided) School

Address: Bowes, Bowes Hutchinsons Ce Va Primary School, Barnard Castle, County Durham, DL12 9LG Unique reference number (URN): 114237

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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 generally secure the essential knowledge they need in reading, writing and mathematics, right from the early years. Overall, pupils achieve well in national tests. Pupils have regular opportunities to practise and embed their knowledge in all areas of the curriculum. Pupils’ responses in lessons and work in books show they are learning the intended curriculum. They connect new knowledge to previous learning. For example, in writing, pupils develop their knowledge of grammar, punctuation and spelling and apply this to extended pieces of writing. Younger children develop correct pencil grip and letter formation. Pupils enjoy reading and show a secure understanding of the books they read. They carefully blend sounds when learning to read new words. Pupils read with fluency and confidence as they move through the school. In mathematics, pupils increasingly apply their basic mathematical skills to more complex problems and give reasons for their answers.

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Achievement Expected standard

Pupils are well prepared for their next steps.

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Attendance and behaviour Expected standard

Pupils generally attend well. Overall attendance is in line with national averages. Leaders take appropriate action to understand the reasons for absence and promote the importance of regular attendance. Leaders take prompt action to reduce persistent absence. Leaders make suitable adaptations for any pupils who are struggling with attendance. These are successful in supporting pupils to attend regularly and on time. Leaders work closely with families and external professionals to support pupils to attend well.

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Attendance and behaviour Expected standard

The behaviour policy is clear. It is implemented consistently by staff and well understood by pupils. The school manages the very small number of behaviour incidents effectively. There are no concerns about the use of discriminatory language or bullying. Pupils are calm and settled as they enter school and settle quickly to their learning. They are familiar with the routines of the day and know what is expected of them. The rules of 'ready, respectful and safe' are evident. Pupils follow these well. In lessons, pupils have positive attitudes to their learning. They mostly focus and engage well. Pupils understand the rewards system. They earn dojos and prizes in lessons for positive behaviour. The weekly celebration assembly is the highlight of the week when pupils earn certificates for demonstrating the school’s values.

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Curriculum and teaching Expected standard

Leaders have a secure understanding of the quality of the curriculum. It is well sequenced and ambitious for pupils in mixed-age classes across all subjects. Staff teach the essential knowledge pupils need in reading, writing and mathematics. Learning to read is a priority. Phonics is taught consistently and precisely. Books are closely matched to the sounds pupils know. Staff show pupils how to pronounce sounds accurately. Leaders have thought carefully about the steps pupils need to follow to be successful in writing.

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Curriculum and teaching Expected standard

The curriculum is typically taught well. Teachers have secure subject knowledge to teach English, mathematics and phonics effectively. They teach subject-specific vocabulary and present information clearly. In the wider curriculum, this is not as consistent. Staff regularly check pupils’ understanding in lessons and over time. They know where pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, need extra support to address gaps in their knowledge. There is a range of interventions and resources that helps pupils to catch up and keep up. Pupils are given accurate feedback on their learning. However, in some books, pupils make errors in their work that are not always identified and addressed. This limits the quality of pupils’ work and the progress that they make.

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Early years Expected standard

Leaders place a high priority on the early years. They have designed a well-sequenced curriculum that builds securely from Nursery through to the end of the Reception Year. Leaders ensure that learning builds on prior knowledge. The curriculum design is detailed and identifies key vocabulary, resources and adaptations, including adult support. The curriculum highlights the importance of developing children’s language and communication skills. Children’s knowledge of phonics builds securely. The learning environment in early years is stimulating. Children develop their independence, follow established routines and engage in activities with enthusiasm. Leaders focus on building children’s knowledge in early reading, writing and mathematics. Children secure this knowledge in guided work with staff and then independently through play. Staff engage in high-quality interactions to ensure children’s language and vocabulary develop well.

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Early years Expected standard

Leaders and staff have an accurate understanding of children’s progress from their different starting points. Staff identify gaps in children’s learning and provide timely support across the different areas of learning. Targeted interventions are effective and children, including disadvantaged children and those with additional needs, mostly achieve well from their starting points. Staff work in partnership with parents and carers. Children are safe, secure and happy. Leaders ensure that children are well prepared for Year 1, with effective sharing of information about children’s learning and any remaining gaps.

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Inclusion Expected standard

The school offers an inclusive environment for pupils, including those with special educational needs and/or disabilities (SEND) and those who are disadvantaged. The school has clear systems in place to identify pupils’ needs. Leaders work closely with the local authority and seek external professional advice to meet the needs of pupils with SEND. For example, leaders access external support for pupils with speech, language and communication needs. Staff have relevant training to identify pupils’ barriers to learning. They respond quickly to meet pupils’ needs. They use appropriate adaptations to ensure pupils access the curriculum and achieve well.

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Inclusion Expected standard

Pupils with SEND have specific targets to support them to access the curriculum. In addition, targeted interventions are carefully designed to enable pupils to be successful in their learning and support their wellbeing. A range of resources is carefully selected. Leaders identify pupils’ starting points. They regularly check their progress through the curriculum and ensure pupils’ needs are reviewed. Leaders identify specific barriers to learning for pupils who are disadvantaged. They work in partnership with families to support them. Leaders, including governors, maintain close oversight of SEND and the extra funding for disadvantaged pupils to ensure this is spent effectively.

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Leadership and governance Expected standard

The school has made significant progress since the previous inspection. Leaders have taken a measured approach to address the areas for improvement identified. They understand the school’s strengths and priorities for improvement. Leaders, including governors, express this progress clearly. Although there have been challenges that have needed facing, the journey of improvement has continued. They have a secure understanding of the school’s context and the impact this has on the decisions they make. The school is front and centre in the community and leaders maintain positive relationships within the local area.

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Leadership and governance Expected standard

Curriculum design and the school’s approach to assessment have been central to the school’s improvement. This has helped to ensure that pupils are successful in their learning. It has facilitated pupils’ outcomes to improve. Leaders engage well with local authority support to bring about changes to the school, including in early years.

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Leadership and governance Expected standard

Governors understand their statutory duties in relation to safeguarding and other areas, including extra funding for disadvantaged pupils. Governors provide appropriate challenge to develop their understanding of processes and to ensure that pupils are safe, for example online safety and the use of social media. They are committed to the school’s continuous improvement.

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Leadership and governance Expected standard

Leaders are committed to supporting staff wellbeing and workload. Staff value the range of professional development opportunities available, including the use of staff meeting time for professional learning activities. Staff enjoy working at the school and appreciate the family feel. They appreciate the continued improvements. Staff support each other well and all work together in pupils’ best interests, including those with special educational needs and/or disabilities and those who are disadvantaged.

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Personal development and wellbeing Expected standard

The school provides a range of opportunities that broaden pupils’ experiences and develop their character. These are deliberately planned to align with the school’s local context. The personal development curriculum is effective in supporting pupils to recognise risks and how to keep themselves safe, including online, water safety and substance misuse. They learn how to manage relationships and build positive friendships. They develop their understanding of fundamental British values. They have a secure understanding of democracy and respect. They show respect and develop social skills to cooperate with each other. They show respect for different cultures and beliefs. Pupils are informed about further education and career options. They are well prepared for life in modern Britain.

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Personal development and wellbeing Expected standard

Pupils engage in enrichment activities, including leadership roles and extra-curricular clubs. They take pride in representing the school in sports competitions and events. Pupils enjoy educational visits out of school and in-school activities that are supported by external visitors. Older pupils enjoy residential experiences, such as a trip to London and visits to an outdoor education provider. Pupils enjoy a range of extra-curricular clubs, including baking and art. Pupils with special educational needs and/or disabilities and those who are disadvantaged have equal access to enrichment activities. The school is on the edge of an area of outstanding natural beauty, and pupils are involved in projects to recognise the school’s special place in the local area.

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Personal development and wellbeing Expected standard

Pupils receive appropriate pastoral support. This is shaped by the school’s ethos and nurturing approach. Pupils learn in family groups made up of children of all ages from across the school to understand the school’s values. Pupils are confident and resilient and achieve success through the school’s personal development curriculum and enrichment offer.

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

The school is a warm, welcoming community. Pupils quickly become part of a family when they join the school. Pupils know each other well and look out for one another. Older pupils support younger children. From the early years, staff build nurturing relationships that ensure pupils settle quickly and are safe.

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

Staff set clear routines and have high expectations for pupils’ learning and behaviour. Pupils enjoy learning the ambitious curriculum and attend school well. They are enthusiastic in lessons and successful in their learning, owing to the typically effective teaching. Pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, make steady progress from their starting points because barriers to learning are quickly addressed.

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

Pupils move calmly and sensibly around school. They behave respectfully and engage well in lessons. They play happily together at breaktimes and lunchtimes, including the very youngest children. Positive relationships flourish across classes. Pupils understand what bullying is and trust staff to deal with any concerns. They speak to staff when they are worried.

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

Pupils follow the school’s values. These values guide their behaviour and prepare them for life beyond school. As pupils move through the school, they grow in confidence and develop both personally and academically. Staff support and challenge them to achieve their best.

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

The school offers a wide range of visits and extracurricular activities that enrich learning and spark pupils’ interests. Parents and carers play an active role in the school. They fundraise for visits and equipment that benefits all pupils.

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

Pupils help to shape school life. School councillors organise fundraising events and work to improve the school for everyone. Weekly family group sessions and ‘Junior Duke’ activities give pupils meaningful opportunities to develop valuable life skills. They are well prepared for their next steps.

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Lead inspector:

Nicola Beaumont, His Majesty's Inspector

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Team inspector:

Stephanie Innes-Taylor, His Majesty's Inspector

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Next steps

Leaders should ensure that teachers identify and consistently address misconceptions in writing so that pupils produce high-quality written work across the curriculum. Leaders should ensure that highly effective teaching is embedded across all subjects and year groups so that all pupils develop detailed knowledge and skills and achieve well.

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About this inspection

At the time of the inspection, there was no chair of governors at this school. There are currently two vice-chairs of the board of governors. These are Heather Yip and Alison Butler.

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About this inspection

The school is part of the Bowes Cotherstone Federation.

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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 executive headteacher, the special educational needs coordinator and the early years lead. They met with members of the local governing body, a local authority school improvement advisor and a representative from the diocese. Inspectors visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work. They held discussions about the curriculum and spoke to staff. They also considered the responses from the Ofsted survey for staff. Inspectors observed pupils’ behaviour in lessons, around the school, at playtime and at lunchtime. Inspectors spoke with pupils about their views of the school, their learning, behaviour and safety. Inspectors considered the responses to Ofsted Parent View, including the free-text comments. Inspectors also talked to parents at the beginning of the school day.

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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 a Church of England primary school within the Diocese of Leeds. The most recent section 48 inspection of the school’s religious character took place in May 2019.

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About this inspection

The school does not use any 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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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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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

‘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

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

2022/23 (final) S 59% S ‘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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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

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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