Bredgar Church of England Primary SchoolOfsted report card, 22 Sept 2026

Bredgar Church of England Primary School

Address: Bexon Lane, Bredgar, Sittingbourne, Kent, ME9 8HB Unique reference number (URN): 144868

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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

Leaders are highly ambitious for pupils, including those with special educational needs and/or disabilities and those that are disadvantaged. Typically, they make secure progress from their starting points. By the end of Year 6, pupils achieve broadly in line with national averages and are well prepared for the next stage of their education. In the wider curriculum, pupils generally develop their knowledge and skills well. On occasion, in some subjects, pupils do not develop or demonstrate the depth of knowledge that leaders intend.

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Achievement Expected standard

Leaders have taken effective action to strengthen outcomes in phonics and the Year 4 multiplication tables check. Improvements to the teaching of early reading have enabled pupils to develop the phonics knowledge they need to become fluent readers. Regular practice and targeted support have also improved pupils’ recall of multiplication facts, resulting in stronger outcomes in the Year 4 multiplication tables check.

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Attendance and behaviour Expected standard

Leaders implement effective systems to check pupils' attendance. They use this information well to spot at an early stage any signs where attendance might be a concern. Personalised approaches help overcome pupils' barriers to attendance. Pupils enjoy coming to school as it ‘feels like a family’. This helps pupils to attend regularly. As a result, overall attendance is above the national average and has been for some time. Attendance is improving for pupils with special educational needs and/or disabilities (SEND) and for disadvantaged pupils.

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Attendance and behaviour Expected standard

Pupils behave very well across the school. Relationships and routines reflect the school values, leading to a safe and harmonious school culture and environment. During social times, pupils interact respectfully and inclusively with their peers across different year groups and key stages. Older pupils look out for their younger peers. They demonstrate respect and compassion for others.

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Attendance and behaviour Expected standard

Pupils generally show positive attitudes to their learning, and disruption to lessons is rare. Pupils, including those with SEND, develop the skills to self-regulate and manage their emotions. Pupils understand that discriminatory and harmful behaviours are not acceptable. As a result, bullying and other discriminatory behaviours are rare. Where issues arise, staff address these quickly and effectively.

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Curriculum and teaching Expected standard

Leaders have a clear understanding of the quality of the school's curriculum and teaching. Leaders have created a broad and ambitious curriculum, which is thoughtfully organised. They have set out clearly what pupils should know and by when. Leaders check that the curriculum is being taught as required. They continually revise and improve teaching so that pupils experience the best opportunities to learn well. In the most effective practice, teachers demonstrate secure subject knowledge, make effective links to prior learning and check pupils’ understanding carefully. Leaders recognise that there is still scope to strengthen consistency further, particularly in ensuring that effective practice is reflected routinely across all subjects and classes.

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Curriculum and teaching Expected standard

Leaders have prioritised strong foundations in reading, writing and mathematics. Staff teach the school’s chosen approach to phonics competently, modelling sounds accurately and revisiting vocabulary regularly. Improvements to phonics and reading mean that pupils typically read with increasing fluency, accuracy and confidence. Leaders rightly continue to prioritise the development of pupils' handwriting skills and writing fluency.

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Curriculum and teaching Expected standard

Staff know pupils well and make appropriate adaptations to ensure that pupils, including those with special educational needs and/or disabilities and disadvantaged pupils, can access the curriculum successfully.

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Early years Expected standard

Children make a positive start in the early years. Staff build strong relationships with children and their families from the outset. This helps children to feel safe and secure, which is reflected in their confidence and independence. Children behave well and learn to keep themselves safe. They are curious, eager to learn and keen to share their learning with others.

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Early years Expected standard

The curriculum is carefully designed and considered. Leaders identify the important skills and knowledge that children need to learn across the different areas of the curriculum. Leaders ensure that communication and language are central to children's learning. Staff encourage children to talk, listen and share their ideas. Thoughtfully designed activities enable children to learn the important basic skills in reading, writing and mathematics through play. Children learn effective techniques for holding a pencil and how to form letters correctly when writing. They build their knowledge of early number well.

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Early years Expected standard

Staff check children’s progress regularly to identify those who need extra support so that gaps in their knowledge and skills close quickly. Children, including those with special educational needs and/or disabilities, make good progress from their starting points. Overall, children are well prepared for learning in Year 1.

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Inclusion Expected standard

Leaders have an accurate and detailed understanding of the needs of pupils with special educational needs and/or disabilities (SEND), those who are disadvantaged and those who face potential additional barriers to their learning. Their priority is to remove barriers so that pupils thrive ‘academically, socially, spiritually and emotionally’. They ensure that staff share this priority through a well-planned programme of professional learning. Leaders' commitment to staff training and specialist support for pupils enhances the school's well- established inclusive culture.

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Inclusion Expected standard

Leaders identify, assess and understand pupils' needs swiftly and accurately. Most of the time, pupils benefit from appropriate adaptations to help them learn well. Personalised resources, flexible routines and targeted support help pupils to participate in lessons. Pupils with significant and complex needs receive effective support through tailored interventions and individualised curriculums. Leaders check the impact of bespoke support and adapt provision where needed. They are continuing to refine how they measure the small-step achievements made by some pupils, including those with SEND.

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Inclusion Expected standard

Pupil premium funding is used carefully to reduce barriers faced by disadvantaged pupils. Leaders know individual pupils well and provide support that responds to their specific circumstances. As a result of leaders’ well-considered work, disadvantaged pupils flourish in their academic, social and emotional development.

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Leadership and governance Expected standard

School and trust leaders, alongside those responsible for governance, have pupils’ best interests in mind when they make decisions. They know their school and the community it serves well and hold high ambitions for all pupils to ‘grow and flourish’. They have an unswerving aspiration that every pupil will achieve their best and meet their potential.

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Leadership and governance Expected standard

Leaders, including trust leaders, have a clear and accurate view of the school. They understand what the school does well and they prioritise areas that need further work. They regularly review the support for all pupils, including those who are disadvantaged and pupils with special educational needs and/or disabilities.

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Leadership and governance Expected standard

Through a range of professional learning opportunities, leaders ensure that staff have the skills they need to carry out their roles. In addition to this, the trust provides opportunities for leaders and staff to collaborate with other schools through network meetings and trust-wide training events. Staff value the positive team spirit in school, and they are proud to work at the school.

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Leadership and governance Expected standard

Governors fulfil their roles effectively. They use reliable information to support and challenge leaders, and they hold leaders to account for the quality of education and care given to pupils. Governors are well trained and have the skills to fulfil their statutory duties well. Staff appreciate the way that leaders and governors are supportive of their workload and wellbeing.

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Leadership and governance Expected standard

Parents and carers typically speak positively about the school. They praise the family feel of the school and approachable leaders and staff.

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Personal development and wellbeing Expected standard

Leaders have developed a well-structured and comprehensive personal development programme that supports pupils' wellbeing and confidence. The school's Christian values underpin many aspects of school life. Leaders and staff build pupils’ character by teaching them about community, courage and compassion. Pupils feel valued, respected and cared for. They know which adults they can talk to if they are worried, and they trust staff to listen and act.

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Personal development and wellbeing Expected standard

The personal, social and health education curriculum is well structured and covers a wide range of important themes. Leaders ensure that teaching about relationships, body changes and personal boundaries is age-appropriate and helps pupils understand these topics with confidence. Pupils learn how to stay safe and healthy. They understand online safety, healthy relationships and how to seek help when needed. Staff support pupils’ emotional wellbeing effectively.

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Personal development and wellbeing Expected standard

Pupils learn about fundamental British values, such as democracy, respect and individual liberty, and the differences between themselves and others. They learn about different religions and cultures, although they sometimes find it difficult to recall what they have been taught. Leaders recognise the importance of pupils gaining a broad understanding of society that extends beyond their own experience. They are actively seeking further opportunities for pupils to develop their understanding.

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Personal development and wellbeing Expected standard

Pupils learn to be responsible, respectful and active members of the school community through participation in the ‘buddy’ programme, school council and house captain membership. These opportunities help to develop pupils' confidence and leadership skills. Pupils are encouraged to develop their talents and interests. They are keen to take part in the sporting opportunities afforded to them, such as representing the school in cricket and dance tournaments. Leaders seek to ensure that the wider offer is accessible by removing barriers to pupils’ participation. This includes for those pupils with special educational needs and/or disabilities and disadvantaged pupils.

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

Pupils love attending this happy school. They are proud to be part of the family at Bredgar Church of England Primary School. The school's Christian values are reflected in pupils' daily experiences. This begins at the start of each day, where warm and caring staff welcome pupils into the school. Pupils feel safe and know they have trusted adults they can talk to about any worries or concerns. Issues between pupils are rare. There are very few incidents of unkindness, and bullying is extremely rare.

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

Pupils are confident and compassionate. They demonstrate the school’s values in their actions towards each other. Pupils are encouraged to ‘speak from the heart and respond with kindness through a shared belief of service and belonging’. From the early years onwards, pupils do their best to embody these values. Pupils express their ideas confidently and listen respectfully to the views of others. They behave well in lessons and around the school. Classrooms are calm and purposeful, allowing pupils to focus on their learning.

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

Leaders take effective action to reduce barriers to learning. Pupils with special educational needs and/or disabilities (SEND) receive the help they need. Consequently, pupils, including those who are disadvantaged, make suitable progress from their starting points. Outcomes at the end of key stage 2 in reading, writing and mathematics show that most pupils are prepared well for secondary school.

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

Pupils value the wider experiences the school provides to broaden their interests and improve their wellbeing. These include extra-curricular clubs such as woodland wizards, rounders and choir. Pupils, including disadvantaged pupils and those with SEND, participate fully in school life, achieve well and are well prepared for the next stage of their education.

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Next steps

Leaders should ensure that staff consistently adapt the curriculum and teaching methods so that they meet pupils' needs and build effectively on what pupils already know and can do. Leaders should ensure that improvements in teaching enable pupils to develop deep, secure knowledge across all subjects within the curriculum, leading to consistently high standards of achievement in all subjects. Leaders should ensure that pupils develop secure and detailed knowledge across all aspects of the personal development programme so that they are well prepared for life beyond school.

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About this inspection

This school is part of Our Community Multi-Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, David Whitehead, and overseen by a board of trustees, chaired by Debbie Haigh.

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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

The inspection took place on 22 and 23 September 2026.

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About this inspection

Inspectors spoke with the executive headteacher, head of school, other school and trust leaders, staff and pupils. They also spoke with representatives of the trust, including trustees and members of the local governing committee.

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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 currently uses no 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 22 September 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. National average: 26.5%

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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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average

2024/25 (final) 56% 62% Close to average

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average

2022/23 (final) 59% 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 (final) 75% 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

2023/24 (final) 80% 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

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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national average

2024/25 (3 term) 12.4% 13.0% 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

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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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