Ofsted conducted a short inspection of Little Bowden School on 12 June 2019, following its previous judgment of good in December 2011. The inspection confirmed that the school continues to maintain a good quality of education. The leadership team has effectively upheld the standards since the last inspection, creating a bright and welcoming environment where pupils feel supported and valued. Students express their enjoyment of school, highlighting the positive relationships with staff and their sense of safety. The school promotes a culture of resilience, encouraging characteristics such as optimism and self-efficacy among pupils, which aids their development as independent learners.
Pupils demonstrate positive attitudes towards learning, displaying politeness and courtesy throughout the school. The school council members passionately advocate for the ethos of resilience, emphasizing the importance of being listened to and supported. The school has effective measures in place to address any incidents of bullying or racism, which are reported to be rare. Pupils are aware of safety protocols, including fire alarm procedures, and know whom to approach for support regarding personal issues.
The curriculum includes Mandarin lessons, which pupils enjoy, alongside a variety of extracurricular activities such as cooking and physical exercises. The school organizes educational visits, with Year 5 pupils expressing excitement about a recent trip to London. The headteacher receives strong support from governors and the deputy headteacher, who have a clear understanding of the school’s priorities and hold leaders accountable for performance.
The leadership team has a comprehensive view of the school’s performance, addressing previous inspection recommendations. Support and challenge for pupils are now integrated into classroom activities rather than relying solely on intervention sessions. Observations during the inspection revealed effective teaching practices, with skilled questioning prompting pupils to engage critically with their learning.
Subject leaders in mathematics and English have received training to enhance their leadership skills, enabling them to hold teachers accountable for pupil progress. A rigorous monitoring cycle is in place, including lesson observations and discussions with pupils about their learning. The English subject leader has facilitated writing moderation to ensure consistent standards, while the mathematics leader has provided training to challenge more able pupils effectively.
The school prioritizes the well-being of all pupils, with a pastoral team regularly reviewing support measures. Safeguarding practices are robust, with detailed records and a culture of shared responsibility among staff. Regular training ensures that all staff are equipped to handle safeguarding concerns appropriately.
The inspection identified a decline in the proportion of pupils meeting the expected standard in the Year 1 phonics screening check over the past three years. The school has recognized this as an area for improvement and has increased phonics sessions and resources to enhance early literacy skills. Current data indicates a positive trend, although it is too early to confirm the sustainability of these improvements.
Disadvantaged pupils receive targeted support, and the school employs various strategies to ensure their progress. Attendance is closely monitored, with a whole-school approach to maintaining high attendance levels. The school has implemented effective systems to address any patterns of absence, resulting in attendance rates above the national average.
Moving forward, the school aims to ensure consistent effectiveness in phonics teaching and to embed wider curriculum opportunities for all pupils. The leadership team is committed to continuous improvement, with a focus on maintaining high standards and supporting every pupil's learning journey.
