Bussage Church of England Primary School, located in Stroud, Gloucestershire, has been recognized as a good school following its inspection on 18 and 19 October 2022. The school is highly regarded by children, parents, carers, and staff, who take pride in its core values of wisdom, hope, community, and dignity, fostering a family-like atmosphere. Pupils are taught to maintain their safety both online and offline, and they are aware of bullying, confident that teachers will address any incidents. The school environment is calm, with pupils displaying politeness and good behavior.
The leadership at Bussage Primary School is dedicated to helping pupils become the best versions of themselves, starting from the Reception Year with the introduction of Bussage Learning Powers, which aid in settling and developing lifelong learning habits. The curriculum is designed to inspire pupils, with engaging themes such as Jungle Fever, and includes organized trips and visits that enhance learning experiences. The school parliament allows pupils to engage in democratic processes, exemplified by their successful campaign for solar panels, showcasing the community's collaborative spirit.
The curriculum is well-structured, enabling effective learning. Leaders have prioritized essential knowledge and organized it to facilitate connections in learning. Teachers reinforce knowledge and concepts to aid retention, while leaders address learning gaps caused by the COVID-19 pandemic, ensuring pupils achieve well. Staff collaboration is encouraged, with recent training provided in phonics, reading, writing, and mathematics, alongside plans for further training across the curriculum. Assessment practices are utilized effectively to monitor pupil progress, allowing for necessary adjustments to the curriculum.
Reading is emphasized, and the school successfully promotes a love for reading among pupils. They enjoy listening to teachers read and are encouraged to read widely. However, there is a need for a broader range of books to be made available to pupils throughout their time at the school. Leaders are currently refining a list of essential books to ensure a diverse reading experience. Phonics instruction is delivered consistently, with additional support for pupils at risk of falling behind, although there are instances where this support could be more effective.
In the Reception Year, children receive a well-planned curriculum that builds their skills and knowledge, fostering a love for learning that prepares them for future educational stages. Pupils exhibit eagerness to learn and maintain respectful behavior, contributing to a purposeful learning environment where mistakes are viewed as part of the learning process. Strong relationships are formed among peers and with adults.
The school is inclusive, ensuring that pupils with special educational needs and disabilities, as well as those with additional needs, are fully integrated into school life. Leaders actively monitor the participation of disadvantaged pupils and those with SEND, providing a variety of activities both in class and after school. Parents express high satisfaction with the range of extracurricular offerings, including clubs and forest school activities.
Governors demonstrate high aspirations for the school, being well-organized and knowledgeable, effectively monitoring school development and challenging leaders. Staff report high levels of job satisfaction, feeling supported by leaders who are mindful of their workload and well-being. Parents also express positive sentiments about the school.
The safeguarding arrangements are effective, with a culture of vigilance ensuring pupil safety is prioritized. The school has implemented an electronic recording system to enhance the identification of safeguarding concerns, and leaders are proactive in securing support for pupils and families. Recruitment processes for staff are robust, ensuring that leaders and governors are well-trained in these practices.
To further improve, the school needs to enhance the effectiveness of support for pupils who are falling behind in their learning, ensuring they catch up more quickly. Leaders should focus on developing the curriculum, monitoring, and staff training to optimize this support.
