School etc

Scott Lower School

Scott Lower School
Hawk Drive

phone: 01234 352630

headteacher: Mrs Anita Barker

reveal email: scot…


school holidays: via Bedford council

175 pupils aged 3—8y mixed gender
150 pupils capacity: 117% full

95 boys 54%


80 girls 46%


Last updated: June 19, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 505045, Northing: 252088
GPS coordinates
Latitude: 52.157, Longitude: -0.4659
Accepting pupils
4—9 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Sept. 18, 2013
Region › Const. › Ward
East of England › Bedford › Brickhill
Urban > 10k - less sparse
Free school meals %

rooms to rent in Bedford

Schools nearby

  1. 0.1 miles Beauchamp Middle School MK417JE (418 pupils)
  2. 0.1 miles Park Wood Middle School MK417JE
  3. 0.3 miles St Thomas More Catholic School MK417UL
  4. 0.3 miles St Thomas More Catholic School MK417UL (788 pupils)
  5. 0.4 miles Brickhill Lower School MK417AA (288 pupils)
  6. 0.4 miles Brickhill Middle School MK417DS
  7. 0.5 miles Pilgrims Pre-Preparatory School MK417QZ (322 pupils)
  8. 0.8 miles Edith Cavell Lower School MK417NH (244 pupils)
  9. 0.9 miles Bedford Modern School MK417NT (1198 pupils)
  10. 0.9 miles The Acorn School MK402LL
  11. 1 mile Livingstone Lower School MK417LG (236 pupils)
  12. 1 mile Hazeldene Lower School MK419AT (293 pupils)
  13. 1 mile The Hills Lower School MK419AT
  14. 1 mile Newnham Middle School MK419DT (499 pupils)
  15. 1 mile St Andrew's School MK402PA (243 pupils)
  16. 1 mile The Hills Lower School MK419AT (346 pupils)
  17. 1.1 mile Ursula Taylor VC Lower School MK416EG
  18. 1.1 mile St John Rigby RC VA Lower School MK419DQ
  19. 1.1 mile Rushmoor School MK402DL (327 pupils)
  20. 1.1 mile Bedford School MK402TU (1090 pupils)
  21. 1.1 mile Georgina Perkins School MK402SD
  22. 1.1 mile St John Rigby Catholic Primary School MK419DQ (393 pupils)
  23. 1.1 mile Ursula Taylor Church of England School MK416EG (283 pupils)
  24. 1.2 mile Bedford High School MK402BS

List of schools in Bedford

School report

Scott Lower School

Hawk Drive,, Bedford, MK41 7JA

Inspection dates 18–19 September 2013
Overall effectiveness This inspection: Good 2
Previous inspection: Satisfactory 3
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

Measures taken to raise standards since the
By the end of Year 2, standards are above
Teaching is good. All staff work successfully
previous inspection have successfully
improved pupils’ achievement across the
school, especially in Years 3 and 4.
the national average in reading, writing and
mathematics because of pupils’ good
progress in all subjects. Pupils in Years 3 and
4 also make good progress.
with senior leaders to raise achievement for
all groups of pupils, including those who have
particular social and emotional difficulties.
Pupils enjoy coming to school and behave well
The headteacher, well supported by staff and
Members of the governing body carry out their
in lessons and around the school. They feel
safe and are proud of their school.
governors, has addressed the issues from the
previous inspection effectively and brought
about rapid improvements in the quality of
teaching and standards of achievement.
responsibilities effectively. They provide good
support to leaders and are confident in holding
the school to account.
Progress in mathematics is not as rapid as in
There are limited opportunities for pupils to
English because teachers do not consistently
provide sufficient challenge for more-able
pupils or match activities closely enough to
their attainment level.
develop mathematical skills through other
Teachers do not always use questioning
Sometimes, spending too long in the carpet
effectively enough to deepen pupils’ skills and
understanding in all subjects.
area means that pupils do not have enough
time to do their own work.

Information about this inspection

  • The inspectors observed 12 lessons, two of which were seen together with the headteacher. In
    addition, the inspection team made shorter visits to lessons to focus on specific aspects such as
    the effectiveness of support for pupils who have special educational needs and those who are
    eligible for the pupil premium. The inspectors also listened to groups of pupils in Years 2 and 4
  • Discussions were held with the headteacher, other senior leaders and a local authority
    representative. The lead inspector met with a group of governors, including the Chair of the
    Governing Body.
  • A member of the inspection team held a meeting with a group of pupils from Key stages 1 and
  • Inspectors took account of 43 responses to the online questionnaire for parents and carers,
    Parent View. They also analysed 20 questionnaire returns from staff.
  • The inspection team looked at a range of documentation, including information on pupils’
    performance, the school’s own analysis of its strengths and weaknesses, improvement plans,
    safeguarding and behaviour policies, and records and documents relating to the targets set for
    teachers to improve their work.
Tusha Chakraborti, Lead inspector Additional Inspector
Matthew Klimcke Additional Inspector

Full report

Information about this school

  • The school is smaller than most primary schools, even though the number of pupils has
    increased since September this year.
  • The majority of pupils are of White British heritage and a higher than average proportion of
    pupils comes from a wide range of minority ethnic backgrounds. Very few are at the early
    stages of speaking English.
  • The proportion of pupils known to be eligible for the pupil premium, which provides funding for
    children in the care of the local authority and for pupils known to be eligible for free school
    meals, is well above average.
  • The proportion of disabled pupils and those with special educational needs supported through
    school action is above average. The proportion receiving support at school action plus and who
    have a statement of special educational needs is average.
  • The school is in the process of becoming a two-form entry school and has started with an
    additional Reception class this term.

What does the school need to do to improve further?

  • Speed up pupils’ progress in mathematics, in order to match their more rapid progress in reading
    and writing, by:
    ensuring that tasks consistently provide sufficient challenge for more-able pupils
    making opportunities for pupils to develop mathematical skills in other subjects.
  • Improve the quality of teaching to outstanding, by:
    questioning pupils more effectively to deepen their skills and understanding in all subjects
    providing short and sharp introductions to lessons so that pupils have enough time to work on
    their tasks and consolidate their learning.

Inspection judgements

The achievement of pupils is good
  • Children enter Reception with skills and knowledge that are below the levels expected for their
    age, particularly in language and numeracy. They make good progress because staff have a
    good understanding of children’s needs and plan exciting learning experiences, well matched to
    their abilities.
  • Standards have improved over the past two years, especially in Years 3 and 4. In 2012 and
    2013, pupils have achieved standards that are above the national average by the end of Year 2.
    The proportion of pupils exceeding the expected levels in reading and writing and mathematics
    is also above average.
  • School assessment data and the work seen in their books and lessons, show that pupils make
    good progress in Years 3 and 4 and attainment by the end of Year 4 was above those expected
    at this stage. Progress in reading and writing has been faster that in mathematics because of
    the concerted actions taken by the school to raise pupils’ achievement in reading and writing.
    The results of the Year 1 screening check on phonics (the sounds that letters make) were
    significantly above average in 2012 and 2013.
  • Pupils develop good reading skills. Older pupils read fluently and confidently from a wide range
    of books and are keen to discuss their favourite characters making reference to the texts.
    Younger pupils apply their knowledge of phonics well to read unfamiliar words because of the
    systematic and effective teaching of phonics. Pupils in Years 1 and 2 read with confidence and
    are keen to discuss whether their chosen books are fiction or non-fiction.
  • There are no significant differences between the achievements of boys and girls or different
    ethnic groups. Pupils who speak English as an additional language make rapid progress and
    achieve standards comparable to that of their classmates.
  • Disabled students and those who have special educational needs, including those with specific
    social and emotional needs, are nurtured very well and they make good progress in their
    learning. This is because they are given extensive support in lessons and through carefully
    planned intervention programmes by teachers, teaching assistants and other support staff.
  • The funding for pupils eligible for the pupil premium is used well to support pupils by additional
    support staff and through a range of intervention sessions for individual pupils. As a result, these
    pupils make good progress in reading, writing and mathematics and the gap in attainment is
    narrowing across the school. However, the gap in Year 4 has widened from two terms in 2012 to
    three terms in 2013. This gap is due to the lower prior attainment of this particular group,
    although their progress is good. In Year 2 in 2012, pupils were on average about three terms
    behind their classmates. Because the support has been effective, the gap in attainment has
    narrowed in 2013. They are now one term behind the others.
The quality of teaching is good
  • The quality of teaching has improved because school leaders have supported staff to provide a
    good education for their pupils. Staff create a positive and purposeful learning environment,
    and relationships across the school are consistently good. This has a very positive impact on
    pupils’ attitudes to learning and achievement.
  • Children in Reception thrive in a stimulating learning environment and are helped in pursuing
    activities of their own choice as well as those directed by adults. They have good opportunities
    to use and apply their developing literacy and numeracy skills. For example, they enjoy reading
    and sharing books and are becoming confident in identifying different shapes.
  • In most lessons, teachers involve pupils in their learning by asking searching questions that
    make them think hard as well as assessing their understanding of what they have already
    learnt. Nonetheless, in some lessons, the opportunity is missed to deepen pupils’ skills and
    understanding of the topics taught through probing questioning for all groups of pupils.
  • Teachers have good subject knowledge. They focus well on improving pupils’ writing skills
    through a range of activities. Pupils in a Year 2 lesson, for example, were observed analysing a
    range of adjectives to write about a good ‘pirate.’ Teachers make sure that pupils read and
    deepen their understanding of a range of stories, analysing the impact of key events and
    characters. However, pupils do not have sufficient opportunities to develop their mathematical
    skills in other subjects.
  • Teachers usually plan tasks that are well matched to the learning needs of pupils, but this is not
    consistently so. In a few lessons, especially in mathematics, the planned work is not always
    closely enough matched to the attainment levels of the more-able pupils. Occasionally, teachers
    spend too long in the carpet area, leaving pupils insufficient time to work on their own and to
    consolidate their learning. This means pupils do not progress as well as they can in these
  • Teachers mark pupils’ work regularly and effectively, providing a clear guidance as to how well
    pupils are doing and how to move forward to the next stage in their learning. They make sure
    that pupils respond to the guidance, correcting their work. This has sped up pupils’ progress
The behaviour and safety of pupils are good
  • Pupils display positive attitudes to learning. This contributes well to a calm and safe
    environment where pupils flourish. The school is an inclusive community, welcoming all within a
    culture of mutual respect and pupils value this.
  • Pupils are polite and welcoming both in class and around the school. They respond very well to
    the school’s positive approach to behaviour and grow as confident learners.
  • Parents and carers are overwhelmingly positive about the school’s work. All parents and carers
    who responded to the questionnaire said that behaviour was good, their children were kept safe
    and they were happy to come to school.
  • Pupils feel safe at school. They have a good understanding of various types of safety issues
    such as internet safety, fire and road safety. They know how to keep themselves and others
    safe because the school includes issues about safety in lessons. Recently, pupils in Year 3 and 4
    had training on how to deliver basic emergency care from an ambulance service.
  • Pupils say that incidents of bullying are rare, and are confident that adults deal with them fairly
    and effectively. They take on responsibilities enthusiastically. Through the school council, pupils
    select charities each year for which they raise funds. Attendance is average and improving
    because of the school’s rigorous monitoring system.
  • Behaviour and safety are not outstanding because pupils’ engagement in learning is not
    consistently high to ensure greater progress, especially when they have spent too long listening
    to the teacher and become distracted.
The leadership and management are good
  • The headteacher, together with other senior leaders, communicates high expectations and is
    successfully driving improvement. Consequently, teaching has improved and standards of
    achievement have risen over the past two years.
  • Senior leaders make rigorous checks of pupils’ progress to find out how well pupils are
    achieving. All staff use information on achievement well to track the progress pupils are making
    and make sure that they are meeting challenging targets. Well-organised intervention
    programmes provide extra help for those who need it to catch up with others.
  • The regular management of staff performance, through checks on teaching and the progress of
    pupils, means that teachers receive timely opportunities for professional development. Leaders
    make sure that the levels of pay awarded to individual teachers reflect how well their pupils are
    achieving and any leadership responsibilities that they have.
  • All teachers are responsible for leading one or more subjects and their role is developing well.
    The leadership of the Reception classes is effective in ensuring that children settle quickly and
    make good progress.
  • A broad and well-organised curriculum provides good opportunities for many enjoyable learning
    experiences for all groups of pupils. Visits to places of interest and a wide range of clubs and
    events in school make pupils’ learning exciting and meaningful. For example, pupils attended a
    mock graduation ceremony in a local university and had the opportunity to interview their local
    Member of Parliament. These activities, along with assemblies and the study of different
    religions, boost pupils’ confidence and promote their spiritual, moral, social and cultural
    development well. The school has already taken action to enhance opportunities for pupils to
    develop their sporting skills further through the new additional funding for sports. It is too early
    to assess the impact at this stage.
  • The local authority has provided very effective support to the school which has helped it
    improve quickly within a short time. Leaders and governors worked effectively with the local
    authority to achieve this.
  • Parents are given good support on how they can support their children’s learning at home
    through a range of information evenings and newsletters.
  • Leadership and management are not yet outstanding because the improvements made so far
    have not been sustained for a long enough period to assure consistently high performance.
  • The governance of the school:
    Governors have a good understanding of the school, how well pupils are progressing and the
    effectiveness of teaching. They have been fully involved in the school’s action to improve
    achievement and teaching. They are aware of the results pupils attain in national tests and
    how they compare nationally. They set challenging objectives for the headteacher and
    understand how each member of staff is paid according to their experience and performance.
    Governors challenge leaders and ask searching questions about how any underperformance is
    tackled. Finances are well managed and funds available through the pupil premium have been
    used well to raise attainment of the targeted pupils. The governing body ensures that all
    national safeguarding requirements are fully met.

What inspection judgements mean


Grade Judgement Description
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.

School details

Unique reference number 109512
Local authority Bedford
Inspection number 425191

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school First
School category Community
Age range of pupils 4–9
Gender of pupils Mixed
Number of pupils on the school roll 170
Appropriate authority The governing body
Chair Malcom Redford
Headteacher Anita Barker
Date of previous school inspection 17 January 2012
Telephone number 01234 352630
Fax number 01234 211366
Email address reveal email: scot…


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