Bishopstone Church of England Primary School is a vital part of its local community, where both staff and pupils take pride in being part of a close-knit environment. The school is currently undergoing significant changes in leadership and staffing, which has led to a positive start in its development. However, the ambitious curriculum that the school aims to implement is not yet fully established, resulting in the quality of education not meeting good standards.
The school fosters a nurturing culture that encourages high attendance rates, as pupils enjoy their time at school. Relationships between staff and pupils are warm and supportive, with pupils feeling comfortable approaching staff with any concerns. The conduct of pupils is commendable, both in classrooms and during other activities, demonstrating compassion and a willingness to socialize. Leadership roles are embraced by pupils, allowing them to develop a sense of responsibility. For instance, school councillors have played a key role in introducing enrichment activities, such as a multi-sports club, while older pupils serve as positive role models for younger students.
Pupils also engage actively with their community, participating in projects that enhance local spaces, such as improvements to the local duckpond. They benefit from educational visits that broaden their understanding of life beyond their immediate surroundings. The school has made notable progress in recent years, particularly in introducing a revised curriculum that outlines the essential knowledge and skills for various subjects. In mathematics, for example, the curriculum is coherently planned, enabling pupils to build on their existing knowledge effectively.
Despite these advancements, many subjects are still in the early stages of curriculum development. School leaders have not yet ensured that the curriculum is fully developed or implemented as intended, which hampers pupils' ability to build their subject knowledge and apply it independently. Additionally, the use of assessment by teachers does not consistently address pupils' misconceptions or facilitate timely progression in their learning.
The school has made strides in promoting a love of reading, with a welcoming library space that is frequently utilized by pupils. Reading is introduced early in Reception Year, with books aligned to the phonics knowledge of the pupils. Staff provide support to those who struggle, helping them to catch up quickly. However, the curriculum beyond phonics lacks rigor and is not yet fully developed.
Pupils with special educational needs and/or disabilities are included in all aspects of school life, with parents actively involved in their children's education. The school offers a range of experiences that support personal development, such as learning a musical instrument, which fosters confidence and creativity. All pupils have equal access to enrichment opportunities.
Through the curriculum, pupils learn about important issues, including healthy relationships and online safety. They demonstrate a mature understanding of British values and respect for diverse cultures and faiths. Staff are motivated and have worked diligently to implement significant changes in a short time. They appreciate the professional development opportunities provided by the school and the supportive environment fostered by leadership.
The arrangements for safeguarding are effective, ensuring the safety and well-being of all pupils. To improve, the school must focus on fully developing and implementing the curriculum across all subjects, ensuring that assessment practices effectively support pupils' learning and address any gaps in knowledge.
