Bevendean Primary School in Brighton praised by Ofsted

Staff and pupils at Bevendean Primary School and Nursery in Brighton were lauded by inspectors following a visit by the education watchdog in November.

The school, in Heath Hill Avenue, was rated good in the quality of education, early years provision and leadership and management criteria.

It was also rated outstanding in personal development and behaviour and attitudes.

Ofsted no longer makes an overall effectiveness judgement in inspections of state-funded schools.

“The school keeps pupils at the heart of every decision,” the report said.

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“It expects, and receives, the best of everyone. Staff have high expectations of all pupils, and pupils respond well to these. Pupils, including pupils with special educational needs and/or disabilities (SEND), achieve highly and are well prepared for their next steps.”

Inspectors also commended the school’s “rich and engaging curriculum” and said pupils are given a “rich repertoire of books and authors reflecting their own diverse backgrounds”.

“Leaders have identified and sequenced the important knowledge that pupils are to learn,” inspectors said.

“The governing body keeps a close oversight of the curriculum. Governors support and challenge the school to make relevant refinements when required. This, along with ambitious, knowledgeable and expert staff, brings about strong outcomes for all pupils.

“When pupils struggle with reading, the school makes sure that they get the help that they need to develop into confident and successful readers.

“Pupils with SEND, including those in the specially resourced provision for deaf pupils, are well supported. Leaders make sure that pupils’ needs are swiftly and accurately identified.”

To improve, inspectors said the school needs to ensure that staff have the “knowledge and expertise to address errors in letter formation and promote relevant writing opportunities”.

“The school has not ensured that pupils apply what they learn in English to their writing across the curriculum, and pupils are not given sufficient opportunities to apply their writing skills in a way that deepens their understanding in different subjects,” said the report.

“Some younger children in the early years do not consistently form letters correctly.”