Bedford Road Primary Academy

What Ofsted said

From the inspection on 9 December 2025

Pupils are excited to learn at Bedford Road Primary Academy. After a period of change, pupils are embracing the school's renewed focus on high ambition and improving achievement. Some pupils are beginning to achieve better over time. Outcomes in early reading are a particular example of this. However, there are some older pupils who have not secured key knowledge securely. This acts as a barrier to their achievement across the curriculum and is reflected in published outcomes at the end of key stage 2. Pupils are starting to catch up and close the gaps in their learning, but there is more work to do to ensure older pupils consistently achieve well academically across the curriculum. Pupils know and live out the school values in and around school. For example, they understand the importance of showing resilience in their learning and demonstrate this in their approach to tasks in lessons. Pupils have positive relationships with adults in school. They feel safe and are well cared for by staff. More pupils now attend school regularly. Behaviour in class is calm, orderly, and conducive to learning. If bullying occurs, leaders deal with it quickly and effectively. Pupils enjoy school and know the value of acquiring new knowledge and skills for the future. Pupils make the right choices to ensure their learning time is maximised. They socialise happily with their peers in the playground, enjoying a range of physical activities. Roles of responsibility, alongside the broad offer of clubs and trips, are valued by pupils. All pupils have the chance to experience sports, art, and music clubs. Class ambassadors eagerly tell visitors about their learning, while the newly appointed head boy and head girl act as excellent role models to their peers. Pupils become confident leaders in these roles and make a meaningful contribution to school life.

What the school should improve

• Leaders should ensure that staff have the expertise to address gaps in pupils' knowledge effectively, particularly for disadvantaged pupils in English and mathematics.
• Leaders should continue to refine and develop the support teachers receive to help them adapt the curriculum to meet the specific needs of some pupils in class.

Read the full Ofsted report (opens in a new tab)