John Donne Church of England Primary School

John Donne Church of England Primary School

Address: High Street, Blunham, Bedford, Bedfordshire, MK44 3NL Unique reference number (URN): 109615

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Attendance and behaviour Expected standard

Leaders have adopted an individualised approach to improving attendance. They work closely with parents and carers to identify barriers to regular attendance and provide targeted support. This includes a breakfast club, support from a trusted adult and assistance with establishing positive routines. Leaders also work with external agencies where appropriate to ensure that families receive the support they need. Leaders’ actions are having a positive impact. Attendance is improving. Pupils who have been persistently absent attend more regularly because barriers to attendance are being addressed. They enjoy coming to school and value the opportunities provided.

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Attendance and behaviour Expected standard

Pupils behave well. They are polite and courteous. They listen carefully and show care and empathy towards others. They contribute to a harmonious and purposeful environment and have positive attitudes to learning. Pupils understand what bullying is and are confident that staff deal with any unkind behaviour quickly and effectively. Pupils feel safe. Leaders and staff address incidents of discrimination or harassment consistently and provide appropriate support. Leaders have established clear routines and expectations. Staff model these consistently and support pupils to develop self-discipline and manage their behaviour effectively.

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Curriculum and teaching Expected standard

Leaders have strengthened the curriculum, ensuring that it is well structured, clearly sequenced and ambitious for all pupils. They have prioritised professional development, so that staff develop their subject knowledge and deliver the curriculum with increasing effectiveness across all subjects. Leaders have also refined assessment systems to help teachers identify misconceptions and adapt teaching effectively.

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Curriculum and teaching Expected standard

Reading is a priority from the moment children enter Reception. Leaders have established a language-rich environment where story sharing, talk and purposeful learning experiences help develop children’s vocabulary and communication skills. Staff follow agreed approaches to the teaching of early reading and phonics, supporting pupils to develop the knowledge and skills needed for future learning.

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Curriculum and teaching Expected standard

The curriculum is broad and inclusive. Staff identify the important knowledge and vocabulary that pupils need to learn and revisit this regularly to support retention. Where teaching is most effective, staff use clear explanations, consistent routines and effective questioning to build on pupils’ prior learning. Teachers make timely adaptations to support pupils who require additional help, including pupils with special educational needs and/or disabilities.

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Curriculum and teaching Expected standard

Leaders have rightly prioritised improvements in mathematics teaching following weaker outcomes. Professional development has focused on teaching calculation fluency, mathematical reasoning and the use of assessment to check pupils’ understanding. Teachers identify gaps in learning and adapt teaching to address these. While improvements are evident, leaders recognise that these developments are not yet fully embedded across all year groups and not reflected in pupils' achievement.

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Early years Expected standard

Leaders have prioritised the early years and carefully designed the learning environment, both indoors and outdoors. This supports children’s development across all areas of learning. The early years curriculum is well structured and clearly sequenced. It is ambitious and prepares children well for the expectations of Year 1. Transitions, including from Nursery to Reception Year, are well planned through shared spaces and consistent staffing. This helps children to settle quickly and build secure relationships.

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Early years Expected standard

Communication and language are central to the curriculum. Staff model and extend children’s vocabulary effectively. Regular sharing of nursery rhymes and high-quality books encourages a love of language and reading. Staff develop children’s physical skills, including balance, coordination and fine motor control. For example, children build strength by climbing and balancing. They develop their pincer grip, preparing them to form letters accurately when they start Reception Year. Children use the environment confidently. They are inquisitive and eager to share their successes.

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Early years Expected standard

Leaders ensure that provision meets the needs of all children. Staff know children well and adapt activities for children with special educational needs and/or disabilities. They work closely with parents and carers to provide appropriate support. Staff create a safe, nurturing environment where children develop confidence, resilience and a willingness to try new experiences.

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Inclusion Expected standard

Leaders ensure that every pupil is valued and supported to overcome barriers to learning and/or wellbeing. They identify pupils’ needs accurately and monitor the impact of their actions on pupils’ progress and personal development. Leaders act quickly when additional help is required. They work effectively with families and external agencies to address emerging concerns. As a result, pupils are fully included in school life and are well equipped to succeed. Pupils with special educational needs and/or disabilities and disadvantaged pupils are supported to participate successfully alongside their peers. Staff are well trained to recognise and respond to individual circumstances and adapt their approaches accordingly.

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Inclusion Expected standard

Leaders use pupil premium funding effectively. They identify the factors that may hinder disadvantaged pupils’ achievement and wellbeing and take appropriate action to address them. Consequently, disadvantaged pupils engage positively in school and achieve well. Leaders work closely with parents and carers to understand any challenges that pupils may face, including attendance, routines and other circumstances that affect learning. Strong partnerships between home and school help to ensure that pupils receive timely and appropriate help, enabling them to succeed.

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Leadership and governance Expected standard

Leaders have taken effective action to address the areas for improvement identified at the previous inspection. They have provided leadership stability and identified the most important priorities for improvement. Leaders have ensured that staff receive clear guidance about what to teach and how to teach it. This has improved the quality of teaching and the curriculum. The impact of these changes is most evident in the early years and key stage 1, where pupils have experienced leaders' chosen approaches since starting school.

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Leadership and governance Expected standard

In key stage 2, leaders recognise that some pupils’ basic skills, including handwriting, spelling and arithmetic, are less secure. These gaps reflect weaknesses in previous curriculum and teaching. Leaders have adapted the curriculum to address this and are providing additional support. However, these improvements are not reflected in pupils' outcomes at the end of key stage 2 in national tests and assessments.

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Leadership and governance Expected standard

Leaders balance the need for improvement with a clear focus on staff wellbeing. They are approachable and communicate expectations clearly. Staff feel supported through regular check-ins, flexibility and a culture of trust. Leaders provide opportunities for professional development so that staff develop their subject knowledge and teaching expertise.

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Leadership and governance Expected standard

The newly federated governing body brings a suitable range of skills and experience. Governors work effectively with the local authority and the diocese to strengthen their role. Governors provide both support and appropriate challenge to leaders. They have established systems to hold leaders to account and ensure they meet statutory duties.

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Leadership and governance Expected standard

Leaders engage well with parents and carers. Parents understand how they can support their children’s learning at home and value the strong communication with the school. They have confidence in the school and in the quality of care that pupils receive.

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Personal development and wellbeing Expected standard

Leaders have established a caring and inclusive culture that supports pupils’ personal development and wellbeing. Pupils feel safe, valued and confident to seek support when needed. Pupils’ day-to-day experiences reflect the school’s ethos, including its commitment to ‘let their light shine’. Over time, pupils develop a clear understanding of the school’s values. They learn about respect, responsibility and the importance of treating others fairly. Pupils learn what it means to be part of a community and how to contribute positively to school life and beyond.

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Personal development and wellbeing Expected standard

Leaders provide a well-planned programme for personal development. Pupils benefit from a range of enrichment opportunities, including clubs, educational visits and residential experiences. Pupils take on leadership roles, such as prefects, members of the school council and digital leaders. These opportunities help them to develop confidence, responsibility and leadership skills. Leaders ensure that all pupils, including those with special educational needs and/or disabilities, can participate fully. Pupils contribute positively to their school and wider community.

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Personal development and wellbeing Expected standard

Leaders ensure that the relationships and health education and personal, social and health education curriculums are well sequenced. Pupils revisit key themes over time and develop an age-appropriate understanding of relationships, health and wellbeing. They learn how to stay safe, including online and in the community. Leaders respond to emerging issues, such as sun safety, to ensure that learning remains relevant to pupils’ needs.

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Personal development and wellbeing Expected standard

Leaders ensure that pupils receive effective pastoral support. Staff take time to understand pupils’ individual circumstances, including any social, emotional or academic barriers that

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Needs attention

may affect their wellbeing. Leaders use pupil premium funding and other resources to provide targeted support, including access to enrichment activities and music tuition. This helps pupils to develop their interests, talents and aspirations.

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Achievement Needs attention

Pupils do not achieve as well as they should by the end of Year 6, particularly in mathematics. Current attainment reflects weaknesses in the curriculum and teaching that some older pupils experienced in the past. Leaders have introduced targeted support to address these gaps, but the impact of recent improvements to teaching is not reflected in published outcomes.

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Achievement Needs attention

Outcomes in Reception and the Year 1 phonics screening check have improved over the last three years and are above national figures. Children in the early years and pupils in Key Stage 1 benefit from effective teaching and timely support, helping them to develop secure knowledge and skills in reading, writing and mathematics.

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Achievement Needs attention

Current pupils are benefiting from improvements to the curriculum and teaching. Across the school, pupils are developing knowledge and skills from their starting points. Improvements in reading, writing and phonics are evident. The gap between disadvantaged pupils' achievement and their peers is closing. Pupils with special educational needs and/or disabilities make secure progress because support is carefully targeted to their needs. Current pupils are developing the knowledge and skills needed for the next stage of their education.

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

Pupils enjoy school. They feel safe, cared for and valued. They are part of a harmonious community where staff know them well and provide effective support. Children in the early years get off to a positive start, settling quickly into routines and developing confidence as they learn in a well-designed and imaginative environment.

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

Pupils achieve well. They build secure knowledge and skills that prepare them for the next stage of their education. Pupils with special educational needs and/or disabilities and disadvantaged pupils receive carefully adapted support that reduces barriers to learning when needed. Staff provide the academic and pastoral support they need to succeed. As a result, these pupils develop independence, positive attitudes to learning and make secure progress from their starting points. Older pupils did not benefit from the quality of the curriculum now in place when they started school. Consequently, some have gaps in their foundational knowledge in English and mathematics. Targeted support is helping them to address these gaps successfully. Older pupils take on leadership responsibilities and contribute positively to their school and local community. They fulfil these roles diligently and act as positive role models for younger

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

pupils. Pupils understand the school's values and fundamental British values, including democracy and mutual respect. They contribute to changes they want to see in school. They are thoughtful and reflective, take pride in their work and achievements, and celebrate the success of others.

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

Pupils attend regularly and behave well. Pupils understand what bullying is and are confident that staff would deal with any unkind behaviour quickly and effectively. Positive attitudes are evident across the school. Pupils engage positively in lessons and show respect for each other and for staff. Their strong attendance and conduct contribute to the positive and purposeful atmosphere that characterises the school.

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Next steps

Leaders should ensure that recent improvements to the teaching of mathematics are embedded consistently across all year groups so that pupils develop secure mathematical knowledge and achieve more highly by the end of Key Stage 2. Leaders should continue to strengthen teachers’ use of assessment so that gaps in pupils’ knowledge are identified and addressed swiftly.

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About this inspection

The chair of the board of governors in this school is Diane Osborne.

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About this inspection

The school is part of a federation called the Riverbank 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, head of school, other school leaders, staff and pupils during the inspection. They also spoke to members of the governing body, including the Chair of Governors.

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About this inspection

Inspectors confirmed the following information about the school:

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About this inspection

This school is registered as having a Church of England religious character. It is in the Diocese of St Albans. The last section 48 inspection was carried out in February 2025.

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About this inspection

Leaders do not currently make use of any alternative provision.

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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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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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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 (final) 71% 72% Close to average

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average

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

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2022/23 (final) 67% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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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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gap

‘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 (3 term) 5.5% 5.2% Close to average

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national average

2023/24 (3 term) 5.6% 5.5% Close to average

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national average

2022/23 (3 term) 6.4% 5.9% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2024/25 (3 term) 14.1% 13.0% Close to average

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national average

2023/24 (3 term) 14.0% 14.6% Close to average

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national average

2022/23 (3 term) 17.7% 16.2% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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