Bosmere Community Primary School
Headteacher: Mrs Elizabeth Green
School holidays for Bosmere Community Primary School via Suffolk council
260 pupils capacity: 103% full
135 boys 50%
130 girls 49%
Last updated: Sept. 1, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 608536, Northing: 254661
- GPS coordinates
- Latitude: 52.151, Longitude: 1.0467
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Dec. 4, 2013
- Region › Const. › Ward
- East of England › Bury St. Edmunds › Needham Market
- Town and Fringe - less sparse
- Free school meals %
- 0.2 miles Needham Market Middle School IP68BB (262 pupils)
- 1.5 mile Creeting St Mary Church of England Voluntary Aided Primary School IP68NF (67 pupils)
- 2.5 miles Combs Middle School IP142BZ (379 pupils)
- 2.5 miles Trinity Church of England Voluntary Aided Primary School IP142BZ
- 2.7 miles Combs Ford Primary School IP142PN (284 pupils)
- 2.7 miles Moats Tye School IP142EY
- 2.9 miles Ringshall School IP142JD (99 pupils)
- 3.2 miles Cedars Park Community Primary School IP145FP (346 pupils)
- 3.4 miles Abbot's Hall Community Primary School IP141QF (250 pupils)
- 3.4 miles Stowupland High School IP144BQ (694 pupils)
- 3.5 miles Freeman Community Primary School IP144BQ (150 pupils)
- 3.6 miles Stowmarket Middle School IP141JP (474 pupils)
- 3.7 miles Chilton Community Primary School IP141NN (172 pupils)
- 3.8 miles Somersham Primary School IP84PN (87 pupils)
- 4 miles Stowmarket High School IP141QR (820 pupils)
- 4.1 miles Claydon Primary School IP60DX (394 pupils)
- 4.2 miles Wood Ley Community Primary School IP141UF (214 pupils)
- 4.2 miles Claydon High School IP60EG (671 pupils)
- 4.2 miles Kingsfield Centre IP141SZ (33 pupils)
- 4.3 miles Stonham Aspal Church of England Voluntary Aided Primary School IP146AF (178 pupils)
- 4.3 miles Oakwood School IP141SZ
- 4.8 miles Greenfield School IP145LB
- 4.9 miles Great Finborough Church of England Voluntary Controlled Primary School IP143AQ (107 pupils)
- 4.9 miles Finborough School IP143EF (314 pupils)
Ofsted report transcript
Bosmere Community Primary
Quinton Road, Needham Market, Ipswich, IP6 8DA
|Inspection dates||4–5 December 2013|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| Standards are mostly average but are above |
The proportion of Key Stage 2 pupils
The use of assessment information is good.
The school’s checking and review of teaching
Behaviour is often good; a few challenging
average in mathematics. Current pupil
progress is good in all year groups.
exceeding the progress expected in English
and mathematics is rising rapidly.
The accuracy of teachers’ assessments is
checked by working with other local schools.
is consistently accurate. Teaching is good.
Pupils respond very positively to teachers’
pupils are well managed. Pupils work
particularly well together, feel safe, and have
very positive attitudes to learning.
| The pupil premium has been used well to |
Leadership and management are good; the
Senior staff and governors are working with
support pupils who need extra help. As a
result, they achieve at least as well as their
headteacher and her senior staff are an
effective team and expect high standards from
both pupils and teachers.
the local authority to provide accommodation
and facilities suitable for pupils in Years 5 and
6. This school is expanding due to the local
authority reorganisation of school places.
| Pupils do not all achieve equally as well in |
writing as they do in mathematics.
| Not enough teaching is outstanding and |
marking is inconsistent.
Information about this inspection
- The inspection team completed 16 lesson observations and reviewed a number of short
sessions, seeing every teacher at work on two occasions. The inspection team conducted a
scrutiny of the pupils’ work. Inspectors conducted seven joint observations with the senior team.
All staff were offered professional feedback about the lessons observed.
- Discussions were held with groups of pupils. Further meetings were arranged with the Chair and
other members of the Governing Body, a representative of the local authority, and nominated
- There were 31 responses to the online questionnaire Parent View and the lead inspector spoke
to a small number of parents during the course of the inspection. The inspector reviewed the 18
responses to the staff questionnaire.
- The inspectors looked at a range of documents provided by the school, including the school
improvement plan, the analysis of pupils’ progress, the headteacher’s reports to the governing
body, the minutes of governing body meetings, and the work in the pupils’ books.
|David Jones, Lead inspector||Her Majesty’s Inspector|
|June Cannie||Additional Inspector|
|Susan Heptinstall||Additional Inspector|
Information about this school
- This an average-sized primary school whose numbers on roll are rising. The current Year 4
pupils will continue their education at Bosmere Primary as the school expands in response to the
local authority’s reorganisation of school places. These pupils will take the national tests at the
end of Key Stage 2 in the summer of 2016.
- Pupils in Key Stages 1 and 2 are taught in mixed-age classes.
- The proportion of pupils supported by the pupil premium is below average. The pupil premium is
additional funding for students known to be eligible for free school meals, those in local
authority care and others.
- The proportion of pupils from a minority ethnic background is a quarter of the national figure
and the percentage learning English as an additional language is low.
- The proportion of disabled pupils and those with special educational needs supported through
school action is above average. The proportion at school action plus and those with a statement
of special educational needs is just below average.
What does the school need to do to improve further?
- Improve the consistency of pupils’ progress in writing, particularly in Key Stage 2, by:
enhancing their speaking and listening skills
sharing examples of good writing and high quality texts with pupils to guide their
making sure that marking consistently shows pupils what they have to do to improve their
ensuring that pupils write in all subjects.
- Improve teaching and raise standards in all subjects and all year groups by:
increasing the proportion of outstanding teaching
making sure that time is used well in all lessons.
|The achievement of pupils||is good|
- The majority of pupils start school with levels of attainment that are broadly typical. Children
settle well in the Early Years Foundation Stage, cooperate well and develop good social skills;
effective teaching means that all pupils make good progress.
- There are limited numbers of pupils in each year group which means that comparisons of
individual progress against national and age-related data must be treated with caution.
- The results of the 2013 Year 1 screening check for early reading skills were just below average.
The results of the 2013 Key Stage 1 teacher assessments were above the national average for
reading and writing but well above average for mathematics. Pupils in Key Stage 1 make good
- The inspection team reviewed the pupils’ books and the school’s current data for pupils in Years
3 and 4. There was clear evidence of rising standards in reading and writing but not all pupils
were improving as rapidly in these subjects as they were in mathematics. This is because pupils
do not have the opportunity to write in all subjects and teachers do not always show them what
good writing and high quality texts look like.
- Inspectors heard pupils read in Years 2 to 4 and all were able to read with the level of fluency
appropriate for their age. Younger pupils made good use of phonics (the sounds that letters
make) to decode unfamiliar words. More-able pupils in Years 3 and 4 could read with an
awareness of who the story was intended for.
- Disabled pupils and those who have special educational needs make good progress because
their needs are identified early and they are given individual support.
- The very small numbers of individuals supported by the pupil premium also make good progress
because small-group support is effective. These pupils have made six months progress in English
and mathematics since the start of the school year. Their attainment compares favourably with
that of their classmates.
- The school has good facilities for sport and offers a good range of popular after-school physical
activities. HMI observed groups of girls and boys playing football and netball after school; their
skill level, enthusiasm and knowledge of the game were impressive.
|The quality of teaching||is good|
- During this inspection some outstanding teaching was seen and three quarters of all lessons
were good or better; this matched the detailed records maintained by the school and was
reflected in the good progress made by all pupils.
- Lessons are generally well organised and teaching assistants provide effective support in all year
groups. All Key Stage 1 and 2 classes are mixed age within their key stage and the good working
relationships between teachers and their support assistants is helping to raise standards.
- In an outstanding Year 1 and 2 literacy lesson pupils worked in groups to create word squares
that described parts of an image. This was followed by a story-line task where pupils were asked
to put in order a description of a journey across their image. Pupils worked very well together,
some made good use of laptop computers and all produced work above what might be expected
for their age and ability.
- Teachers plan their lessons in a way that makes sure pupils are interested and engaged in
learning. As a result, pupils enjoy their lessons and are keen to learn. Teachers understand what
they need to do to help pupils to improve. However, marking varies in the quality of its focus on
guiding the next steps in learning.
- Teaching in the Early Years Foundation Stage is often good. Indoor and outdoor facilities are
good and are used well. In a good Reception class session the children worked well together as
they built structures while others showed an above average grasp of phonics using the
interactive white board. Similarly, the teacher and support staff in the Nursery inspired rich
vocabulary from children as they played.
- Staff question pupils well and focus on developing their vocabulary. Nevertheless, where
teaching was not so strong opportunities were sometimes missed to develop the pupils’ writing
by using their speaking and listening skills. In some lessons the teacher did not use all the
available time productively and as a result pupils did not write enough.
|The behaviour and safety of pupils||are good|
- Inspectors observed pupils behaving well in lessons and around the school. They look after each
other at break time, enjoy playing in their mixed-age groups and value the teacher supervision.
- Pupils enjoy learning and are keen to be involved, a ripple of excitement often preceding the
start of a new activity. They take care over their work and often work intently. Talk-partner
discussion, where pupils share their ideas together, is enthusiastic and brisk. The pupils’ positive
attitudes to learning are evident in every lesson or group session.
- Pupils were very pleased to engage inspectors in conversation, both in and out of the classroom.
They are proud of their school and are pleased with the progress they are making.
- Pupils say they feel safe in school. They work cooperatively in class and many show good social
skills. Some pupils expressed concerns regarding the behaviour of a very small number of
individuals with behavioural difficulties but commented that there was no bullying and they were
confident that staff would deal with any problems.
- Some parents and staff expressed concerns regarding behaviour management. HMI reviewed
how staff manage behaviour and found this to be exemplary.
- Attendance is in line with the national average.
|The leadership and management||are good|
- The checking of teaching by the headteacher and her senior team is rigorous and consistently
accurate. An effective range of training led by the senior team has driven forward the
improvement in teaching and achievement. Senior staff worked alongside inspectors in the joint
evaluation of teaching and the views they expressed consistently matched the judgements given
by the inspector.
- Leaders have a clear view of the school’s work and the school’s actions are very carefully
planned and effective. A new assessment management system has been chosen and painstaking
work has been undertaken to make sure that the database matches the quality of the work
recorded in the pupils’ books. The performance management targets set by the governing body
for the headteacher, and through her for all staff are linked to improvements in teaching and
- Teaching staff, their support assistants and the pupils have a very positive opinion of the
headteacher’s leadership and are proud of their school. There is effective practice and leadership
in all areas of the school that provides capacity to improve further.
- The headteacher communicates well with outside agencies, parents and carers. Effective
partnerships have been developed with other local schools to confirm the reliability and accuracy
of teachers’ assessments.
- Pupil-premium funds, and other resources available to support pupils who find learning difficult
or those with special educational needs are combined efficiently to raise standards. The small
numbers of individual pupils supported in this way are helped to make good progress.
- The school has received effective support from a range of professionals provided by the local
authority. Governors and the headteacher spoke positively about the support of the behaviour
support team and the special educational needs support service.
- The school is spending its primary sports funding to release physical education trained staff from
their normal teaching duties.
- As a result of the local authority reorganisation of school places, extensive negotiations have
taken place between the local authority, the headteacher and governors related to the
remodelling of the building to accommodate pupils who will stay at the school for their Year 5
and 6 education. HMI expressed his concern to all parties that the proposed extension will not
provide sufficient additional space for these older pupils in a school where classroom space is
- The governance of the school:
The governing body is strong, well trained and focused on the needs of the community; it is
fully involved with the process of expanding the school to meet the demands of local authority
reorganisation of school places. Governors are fully informed about how the school is
performing and provide strong challenge because of the clarity of information available. They
set targets for the headteacher, and check carefully how well these are being met. The
governing body is knowledgeable and regularly compares the school’s progress to national and
local standards. Governors make regular visits to the school and understand where teaching is
most effective, ensuring that teachers’ progress through the pay scales is related to their
effectiveness in raising standards. Governors know how the pupil premium funding is being
spent and monitor the impact of this and all other spending to ensure that the school budget
is being used effectively to help pupils make rapid progress. The governing body ensures that
requirements for the safeguarding of pupils are met.
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Unique reference number||124674|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3–9|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||254|
|Appropriate authority||The governing body|
|Date of previous school inspection||21 January 2009|
|Telephone number||01449 721750|
|Fax number||01449 721750|