The John Bamford Primary School has been recognized as a good school following its recent inspection on June 11 and 12, 2024. The school is located in Rugeley, Staffordshire, and has established a strong, inclusive ethos that emphasizes respect, resilience, collective responsibility, and reflection. These values are integral to the school community, fostering a sense of belonging among pupils. Attendance is high, and students feel secure and safe within the school environment.
The school is committed to the academic success of all its pupils, including those with special educational needs and disabilities. Pupils demonstrate a genuine enthusiasm for learning, starting with an engaging early years program that sets a solid foundation. Older students take on responsibilities, such as caring for the school rabbits, which enhances their sense of community. Parents and carers appreciate the support provided by staff, particularly regarding student well-being.
Pupils are motivated by the school's reward system, earning JB pounds for exemplifying school values. This initiative encourages them to work together to decide how to spend their rewards, teaching them financial responsibility and teamwork. Opportunities for leadership, such as participating in the Junior Leadership Team, further empower students to contribute positively to their school community.
The curriculum at John Bamford Primary is ambitious and effectively engages students from early years through Year 6. A strong emphasis is placed on reading, with a structured phonics program that outlines expected learning outcomes. However, inconsistencies in phonics instruction across different classes have been noted, which can hinder some pupils from becoming fluent readers as quickly as possible.
In subjects like science, the curriculum is well-sequenced, allowing pupils to build on their knowledge through practical experiments. Teachers possess strong subject knowledge, and additional support staff effectively assist in the learning process. Nonetheless, in some foundation subjects, the curriculum lacks clarity regarding the specific knowledge and skills pupils should acquire, leading to gaps in their understanding.
Assessment practices are utilized effectively, and the school has adapted its curriculum to accommodate mixed-age classes. For instance, pupils in Years 5 and 6 enjoy learning to play the guitar, showcasing their musical talents in school and community performances. The early years curriculum emphasizes language development and communication skills, creating a rich learning environment that prepares children for future academic success.
Personal development is a priority at the school, with pupils learning to respect others and engage with local, national, and global issues. Weekly discussion assemblies provide a platform for pupils to debate current topics, fostering a culture of open dialogue. Pupil leadership is encouraged, with roles such as reading ambassadors actively participating in school initiatives.
Staff members express pride in their work and feel supported in managing their workloads. There is a strong sense of teamwork among staff, who value the school's commitment to well-being for both pupils and staff. The school has received recognition for its well-being initiatives.
Safeguarding measures are effective, ensuring a safe environment for all pupils. However, the school must address the inconsistencies in phonics instruction and clarify the curriculum in foundation subjects to enhance learning outcomes. By ensuring that all staff are equipped to deliver the phonics curriculum consistently and that the knowledge required in all subjects is clearly defined, the school can continue to improve its educational offerings and maintain its good standing.
