Bardwell Church of England Primary School

Bardwell Church of England Primary School

Address: School Lane, Bardwell, Bury St Edmunds, Suffolk, IP31 1AD Unique reference number (URN): 143056

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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

Outcomes in national assessments have varied over recent years. This is partly due, for example, to very small cohorts. In 2025, outcomes were broadly in line with national averages. The proportion of pupils meeting the expected standard in the Year 1 phonics screening check was slightly above the national average.

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Achievement Expected standard

Pupils with special educational needs and/or disabilities and those who face additional barriers to their learning typically achieve well from their various starting points. Pupils are proud of the work they produce. They talk with developing confidence about what they have learned in a range of subjects.

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Achievement Expected standard

Pupils learn the core skills they need in communication, reading and mathematics. This is because leaders have ensured that the curriculum provides opportunities for pupils to build on their previous knowledge. However, some pupils have gaps in their writing knowledge, specifically in handwriting and spelling. This is because these have not been addressed quickly enough in the past.

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Attendance and behaviour Expected standard

Pupils’ attendance is broadly in line with the national averages. Leaders track absence closely and review any patterns. They identify pupils who need extra help to attend regularly. Staff contact families quickly when concerns arise. This early support helps pupils rebuild routines and return to school. Leaders also monitor the attendance of pupils with special educational needs and/or disabilities and those who face wider barriers. Part ‑ time timetables are checked carefully so that pupils move back to full ‑ time education as soon as possible. This consistent approach supports pupils to improve their attendance over time.

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Attendance and behaviour Expected standard

Pupils’ behaviour is a strength. They behave very well throughout the school day. They understand the school’s rules and follow them. Staff model positive interactions and maintain clear routines. They use agreed approaches, such as praise and reminders, to reinforce expectations. Pupils say that bullying is rare. When concerns arise, including discriminatory behaviour, staff act quickly and fairly. Pupils with additional needs receive tailored support to help them manage their emotions and return to learning. Leaders work with families and external agencies when behaviour becomes more challenging. Any suspensions are used appropriately, and reintegration plans help pupils make a positive return. Established relationships between staff and pupils contribute to a calm and safe environment.

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Curriculum and teaching Expected standard

Leaders understand the strengths and development priorities of the curriculum. They review practice regularly and use what they learn to make informed decisions. These decisions drive ongoing improvement. For example, recent refinements to the teaching of writing and to the reading curriculum are improving pupils’ writing and reading fluency. The curriculum is well organised and clearly sequenced. Staff understand what pupils should learn and when they should learn it. Early reading remains a priority. Phonics is taught in a structured and consistent manner. Pupils, including those in the early years, read often and develop increasing confidence.

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Curriculum and teaching Expected standard

Core knowledge in communication, early reading, writing and mathematics begins in the early years. Teachers provide purposeful opportunities for pupils to build on what they already know. This includes pupils with special educational needs and/or disabilities and those with additional barriers to learning.

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Curriculum and teaching Expected standard

Support staff are deployed effectively. Leaders ensure that pupils receive timely support. Adaptations are carefully considered to help pupils overcome barriers to learning. This helps pupils to catch up. This contributes to a curriculum that is inclusive and provides opportunities for pupils to be successful.

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Curriculum and teaching Expected standard

Teachers typically demonstrate appropriate subject knowledge. They provide clear explanations and model learning effectively. However, further guidance and support are required, so teachers teach the curriculum consistently well across all subjects.

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Inclusion Expected standard

Leaders ensure that pupils feel welcome and valued. They have a detailed and accurate understanding of pupils with special educational needs and/or disabilities, those who are disadvantaged, those known or previously known to social care and pupils who face additional barriers to learning. Leaders ensure that staff receive up-to-date guidance and training. As a result, staff identify pupils’ needs quickly and accurately. Information from parents and carers plus external professionals strengthens this process further.

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Inclusion Expected standard

Leaders ensure that pupils receive appropriate step ‑ by ‑ step support. Effective whole ‑ class provision forms the foundation of this help. Leaders and the trust regularly review the impact of this offer. When pupils require more personalised support, leaders put detailed plans in place. These plans include clear targets and precise adaptations. For example, the use of concrete resources, visual prompts or breaking tasks into more manageable chunks.

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Inclusion Expected standard

Leaders use additional funding effectively. Disadvantaged pupils access the full curriculum and wider opportunities alongside their peers. Extra support helps to improve pupils’ confidence and readiness to learn.

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Inclusion Expected standard

The school currently accesses one alternative provision. Leaders have commissioned this appropriately in collaboration with the local authority. Leaders take responsibility for the education and welfare of pupils who attend. This support enables pupils to access their learning with increasing confidence.

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Leadership and governance Expected standard

Leaders have an accurate understanding of the school’s strengths and the areas that require further improvement. For example, they identified that the writing and reading curriculum needed further refinement. The trust then regularly reviews the impact of leaders work to ensure that it is having the intended impact. This is helping to ensure that leaders make decisions in the best interests of pupils.

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Leadership and governance Expected standard

Governors and leaders are proud of being a welcoming and supportive school. They provide clear structures that help pupils overcome their barriers to learning. They seek guidance from external partners to shape provision. They work hard to develop trusting relationships with parents and carers throughout this process.

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Leadership and governance Expected standard

Trustees meet their statutory responsibilities well. For example, they ensure that leaders are implementing policies around health and safety and safeguarding. Trust leaders and governors significantly contribute to this. They provide continual support and challenge. This is done mainly through regularly monitoring visits and focused meetings. For example, they check that resources, including additional funding, are used effectively. As a result, the trust and governors have a secure understanding of the school’s strengths and future development priorities.

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Leadership and governance Expected standard

Staff value the trust and school leaders’ guidance and support. For example, staff's workload and wellbeing are continually reviewed. Adjustments are made to reduce unnecessary tasks. Staff appreciate leaders’ approach. Leaders provide a broad programme of professional training. This training is helping to build expertise across the staff. The trust also ensures that governors access regular training that further strengthens their ability to fulfil their roles effectively.

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Personal development and wellbeing Expected standard

Leaders place a consistent focus on pupils’ personal development and wellbeing. This is underpinned by the school’s vision and ‘Bardwell Cogs’ values. Pastoral support typically begins in the classroom, where staff know pupils well and respond quickly. Staff provide short periods of extra help when required. This helps pupils manage their emotions and build resilience. Occasionally, leaders liaise with external services for more specialised support.

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Personal development and wellbeing Expected standard

The personal development programme is well structured and responsive. It combines classroom learning with a wide range of other experiences. Pupils take part in music, sport and the arts. These opportunities are typically well attended and support confidence, teamwork and enjoyment. Leadership roles are carefully organised. For example, pupils in key stage 2 contribute as councillors, sports leaders and worship leaders. They take pride in improving aspects of school life and acting as role models.

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Personal development and wellbeing Expected standard

Pupils develop strong social and moral awareness. Relationships are positive across the school. Pupils resolve conflict using simple and effective strategies. Social times are calm and purposeful. Pupils of different ages play together cooperatively. Older pupils generally support younger pupils and model kindness. Pupils value quiet spaces, such as reading areas and calm zones. These support reflection and self-regulation. Pupils learn about world faiths and cultures. However, their understanding of some areas of the curriculum, such as diversity and safety, is less secure. This is because teachers have not provided enough opportunities for them to recap their previous learning.

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Personal development and wellbeing Expected standard

The relationships and health education curriculum is appropriate and ambitious. Pupils learn how to stay safe. Younger pupils understand rules about strangers, road safety and medicines. Older pupils show a developing understanding of online risks. They know how to block, report and protect personal information. Pupils know how to keep safe in the community. Pupils generally understand British values through daily experiences. They take part in voting and learn about fairness.

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

Pupils live out the school’s ‘Bardwell Cogs’ each day. These focus on helping pupils develop the lifelong skills they need at primary school and beyond. Values such as being aspirational, reflective and courageous are evident across the school. Pupils, including children in the early years, benefit from this personalised approach.

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

Pupils enjoy their learning and engage well in lessons. For example, when they share their ideas, they learn from each other. Pupils study a broad and well ‑ sequenced curriculum. They build knowledge over time and recall previous learning. For example, pupils can confidently explain key events from the Second World War and explain scientific concepts, such as gravity and air resistance.

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

Children in the early years develop secure phonics knowledge. They decode unfamiliar words and develop reading fluency. This prepares them well for key stage 1 and beyond.

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

Pupils with special educational needs and/or disabilities, alongside those who are disadvantaged, are included well in daily school life. Staff understand pupils’ needs and provide support, such as visual resources or adapted tasks. Pupils benefit from various clubs, trips and activities. For example, pupils attend gardening and cooking clubs, where they develop their independence and teamwork.

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

Relationships across the school are positive. Pupils work and play cooperatively across age groups. Behaviour is calm and purposeful. Pupils understand routines and meet staff's expectations. Bullying is rare. When concerns arise, staff act quickly to resolve them.

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

Pupils are punctual and attend school regularly. Leaders challenge and support parents and carers appropriately. Pupils understand how to stay safe. They learn about online safety and risks in the community. They are keen to undertake leadership roles, such as school councillors and sports leaders. This helps them contribute positively to the school community and prepares them for their next steps.

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Next steps

Leaders should ensure that teachers check and revisit pupils’ prior learning systematically across the curriculum, particularly in the personal, social, health and economic programme, so pupils secure and retain key knowledge over time. Leaders should ensure that teachers identify and address gaps in pupils’ handwriting and spelling more precisely, so pupils develop secure and consistent core writing skills.

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 23 June 2026

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Total pupils

Leaders should ensure that staff have the subject knowledge they need across all curriculum areas, so teaching consistently supports pupils to learn and build knowledge securely.

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About this inspection

This school is part of Tilian Partnership Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Mr Andrew Berry, and overseen by a board of trustees, chaired by Mr Stephen Yapp.

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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 school leaders, including the headteacher, staff, pupils and parents. They also spoke with representatives of the trust, including the CEO, and trustees during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The headteacher joined the school in September 2025.

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About this inspection

The school uses one unregistered alternative provision.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 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 needs support 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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average

2024/25 (final) 71% 75% Close to average

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average

2022/23 (final) 70% 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

2022/23 (final) 70% 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 (final) 71% 74% 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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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

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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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