Bedford Road Primary School, located in Kempston, Bedford, underwent an inspection on May 4 and 5, 2022. The overall effectiveness of the school was rated as requiring improvement, with specific areas of strength and areas needing development identified. The quality of education was also rated as requiring improvement, while behaviour and attitudes, personal development, leadership and management, and early years provision were all rated as good.
Pupils at Bedford Road Primary School report feeling happy and safe. The leadership team ensures that pupils are well cared for, addressing any concerns they may have, particularly regarding friendships and bullying. Instances of bullying are rare, and when they do occur, staff take them seriously and resolve the issues promptly. Older pupils take on ambassador roles, helping younger students and representing the school in the community. The school offers a variety of playground activities, and clubs and trips are gradually returning after being paused due to the pandemic.
Behaviour among pupils is commendable, with students demonstrating kindness and courtesy towards staff and peers. In the classroom, pupils are focused on their learning, and disruptions are infrequent due to the majority adhering to school rules. Staff employ effective strategies to maintain positive behaviour. The Reception Year curriculum is well-designed, preparing children for future learning. However, the broader curriculum across the school requires further improvement to ensure all pupils can achieve their potential.
Since the last inspection, school leaders have made significant strides in improving the institution. With support from governors, leadership has been strengthened, and new middle leaders are implementing changes effectively. The early years curriculum has seen enhancements that positively impact the youngest learners. However, the overall curriculum still requires development to ensure consistency and high quality across all subjects. The pandemic has hindered the pace of improvement, and leaders must continue their efforts to enhance the curriculum.
In subjects like mathematics, leaders have carefully considered the knowledge pupils need to acquire. Learning begins in Reception Year, establishing a solid foundation for future learning. For instance, early number skills are taught to ensure pupils are prepared for Year 1. However, in some subjects, the curriculum is less well developed, leading to challenges in learning. Pupils may spend excessive time on certain subjects, which can hinder their ability to grasp other topics fully. This inconsistency can result in difficulties in retaining knowledge, particularly in subjects like geography.
Leaders ensure that all staff receive appropriate training related to the curriculum improvements. Teachers are developing their subject knowledge, and in-class assessments help identify gaps in pupils' understanding. However, some assessments do not align closely with the key knowledge in each subject, making it difficult for teachers to identify which pupils need additional support.
Reading instruction begins early in Reception Year, with well-trained staff effectively teaching phonics. However, challenges arise when pupils fall behind in their reading, as they do not catch up quickly enough. While the reading curriculum is well established for younger pupils, improvements for older students are still in progress, and their progress through the reading curriculum is not as strong as it could be.
Pupils with special educational needs and disabilities receive high-quality support, with well-trained teaching assistants working closely with teachers to ensure these pupils can access the same curriculum as their peers. The school's values education promotes respect and tolerance, and the personal, social, health, and economic education curriculum is coherently planned to teach pupils about various topics in an age-appropriate manner.
The school's behaviour routines are well known and consistently applied by all staff, helping pupils manage their emotions effectively. Overall, staff are committed to the school's improvement, supporting leaders and governors in their efforts to enhance the educational experience for all students.
The safeguarding arrangements at Bedford Road Primary School are effective. Leaders ensure that all staff are well trained to recognize risks to pupils and teach them how to stay safe in the community and online. Detailed safeguarding records demonstrate timely responses to concerns, and a range of support is available for pupils and their families.
To improve further, the school must ensure that knowledge in all subjects is clearly identified, sequenced, and arranged to support pupils' learning. Additionally, assessments need to be aligned with the knowledge taught to help identify misconceptions and support pupils in making progress.
