Bentley St Paul's Church of England Primary School

What Ofsted said

From the inspection on 19 May 2026

Pupils, staff and parents and carers are proud of this nurturing school. Pupils are happy when they arrive at school each day. Staff provide a warm, friendly welcome to pupils, which contributes to regular attendance and helps pupils to feel settled and ready to learn. Pupils are polite, friendly and behave well. They strive to gain rewards, such as the headteacher’s badge, which they wear with pride. Warm, caring relationships between staff and pupils help them feel safe and secure. In the playground, pupils ensure that everyone can join in. For some, this may mean adapting games to meet everyone's needs. Pupils do this thoughtfully. They understand what bullying is and recognise that it happens rarely. They trust that staff will deal with any concerns carefully. As a result, pupils feel safe in school. Pupils engage well with their learning and share what they are learning keenly, especially in the early years. Pupils demonstrate resilience, regularly trying again when they do not get the answer right first time. Pupils contribute to discussions, listen respectfully to others’ opinions, and present their own ideas confidently and clearly. They benefit from a broad curriculum, including educational visits, which deepen their understanding. Pupils recall key knowledge linked to trips, including visits to the Tower of London and Colchester Castle. They also enjoy developing a wide range of skills through residential trips and outdoor adventurous activities, which build pupils' confidence and independence. As a result, pupils achieve well and are prepared for the next stages of their education. Pupils with special educational needs and/or disabilities receive appropriate support. They work with staff who know them well. Staff adapt the curriculum and make necessary adjustments so that pupils succeed in their learning. Where necessary, they personalise the learning to meet the individual's needs.

What the school should improve

• Leaders should identify precise learning steps for some pupils with special educational needs and/or disabilities (SEND), so that pupils with SEND consistently achieve their learning goals.
• Leaders should continue to develop consistency in teaching approaches, including effective use of questioning, across all phases.
• Those responsible for governance should develop their knowledge across areas where they are less secure, so that they can challenge leaders’ decisions with equal rigour.

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