Bodsham Church of England Primary School

What Ofsted said

From the inspection on 19 May 2026

Pupils develop a deep sense of belonging at Bodsham Church of England Primary School. They appreciate their school’s small size, which they say helps them to quickly form friendships across year groups and feel very well known by staff. Pupils of all ages play happily together beneath the distinctive horse chestnut tree in the playground, which they know forms the emblem on their school uniform. Pupils are kind and inclusive towards those who join the school at different times. New pupils settle quickly and feel welcomed. Pupils also value the recognition they receive, for example through the school’s ‘gold book’ and class rewards, which celebrate their achievements. Pupils enjoy learning and are confident to ask for help. They are keen to develop their knowledge and engage well in lessons. A wide programme of enrichment means that learning often takes place beyond the classroom, from children in the Reception Year exploring their wooded area, to older pupils taking part in sporting events with other schools. Relationships are respectful here. Pupils know it is important to listen carefully to others’ views, even when they disagree. Attendance has improved and is now in line with national averages. Pupils speak very positively about their experiences at this school. They know and understand the school values of creativity, love and strength, and explain how they demonstrate these in their day-to-day actions. Pupils feel valued and are confident that their views are listened to and taken into account. Opportunities to take on responsibility, such as serving as school councillors, enable pupils to contribute meaningfully to school life and decision-making. They are also pleased to play a part in the wider community, for example through events such as the annual ‘daffodil tea’, where they perform for local residents, many of whom attended the school as children, and taking part in local church services.

What the school should improve

• Governors should strengthen their oversight of safeguarding by monitoring systematically and using effective challenge so they have a secure and accurate understanding of the impact of leaders’ work.
• Leaders should establish a more rigorous and systematic approach to monitoring the impact of their work, including in attendance and inclusion, ensuring that analysis is regular, precise and focused on evaluating actions, progress and impact over time.
• Leaders should ensure that staff embed consistently high expectations for handwriting, so that pupils routinely produce high-quality work across the curriculum.

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