St Mary Bourne Primary School, located in Andover, Hampshire, was inspected on December 6 and 7, 2022, and received an overall effectiveness rating of Good. The school has a strong reputation, having previously been rated Outstanding 14 years ago. The recent inspection reflects the current educational framework and acknowledges the changes that have occurred since the last evaluation.
Pupils at St Mary Bourne Primary School are reported to be happy and well-behaved, demonstrating respect for one another. They feel confident that their concerns will be addressed by staff, who respond swiftly and effectively to any issues, including bullying, which is said to be rare. The positive relationships between staff and pupils contribute to a calm and purposeful learning environment, fostering a sense of safety among students.
The school has implemented an ambitious curriculum designed to support pupils in their learning while promoting resilience and self-belief. Staff maintain high expectations for all students, including those with special educational needs and disabilities. Pupils are encouraged to rise to challenges, take pride in their work, and articulate their learning experiences confidently. The school’s values of teamwork, respect, enthusiasm, and excellence are evident throughout the school community, with younger and older pupils collaborating effectively in various activities.
Leaders at the school are committed to ensuring that all pupils achieve well. They have developed a well-structured curriculum that builds knowledge progressively from Reception to Year 6. Support for pupils with special educational needs is effective, with teachers adapting lessons to meet individual needs and providing additional one-on-one and small group interventions. The curriculum is closely followed, enabling pupils to retain key information, as evidenced by their ability to discuss historical events and their relevance to contemporary life.
While the leadership in mathematics and English is strong, subject leadership in other areas is still developing. Assessment practices are well established in core subjects but need further development in other subjects. Subject leaders have created coherent plans and provide support to teachers, but they have yet to fully evaluate the delivery and effectiveness of the curriculum across all subjects.
The teaching of early reading is effective, with staff well-trained in the phonics program. Pupils read books that align with their phonics knowledge, enhancing their confidence and fluency. Additional support is provided for struggling readers, and a culture of reading is promoted throughout the school, with older pupils expressing enthusiasm for reading.
Children in Reception settle quickly, supported by clear behavioral expectations modeled by staff. The routines established help all pupils, particularly those with special educational needs, to thrive. Pupils actively participate in discussions and display positive attitudes toward learning, with older pupils mentoring younger ones during playtime.
Leaders are proactive in promoting personal development and are looking to expand extracurricular offerings. Pupils engage in sessions that connect them with local professionals, broadening their understanding of various careers. Discussions around family and relationships are encouraged, fostering a supportive environment for pupils to express their thoughts.
Governors are knowledgeable about the school and effectively support and challenge leadership. They are working to enhance communication with parents, particularly in the aftermath of the COVID-19 pandemic. While the school has many strengths, areas for improvement include enhancing communication with parents and developing subject leadership beyond core subjects to ensure comprehensive oversight of pupil learning across the curriculum. The safeguarding arrangements are effective, with a strong culture of safety and well-trained staff who are vigilant in recognizing and addressing potential risks to pupils.
