Boothville Primary School

What Ofsted said

From the inspection on 21 February 2023

This school is a happy place. Pupils enjoy learning. They have positive relationships with teachers and other adults. Parents and carers are happy to bring their children here. They speak positively about the teachers and the opportunities the school offers. Leaders have high expectations of pupils' behaviour. Pupils move around school sensibly. They treat each other with respect. Leaders and teachers support pupils who struggle to regulate their own behaviour well. Pupils say that they feel safe at school. They say that bullying is rare and if it happens, teachers deal with it well. They know who they can talk to when they have worries. Pupils learn how to keep themselves safe and healthy. Leaders have planned a 'Rain and Shine' programme to prioritise pupils' mental and emotional well-being. Pupils say that this helps them to feel calm when they are stressed. Teachers know pupils well. They make sure that all pupils have opportunities to do their best. Teachers and other adults support pupils with special educational needs and/or disabilities (SEND) to learn alongside the other pupils. Children in the early years get off to a strong start.

What the school should improve

• The curriculum plans in many subjects are still very new. There are inconsistencies in the way some subjects are delivered. As a result, some pupils do not learn and remember the key knowledge as well as they should. Leaders need to ensure that they support staff to deliver the planned curriculum and check how well it is learned by pupils.
• Leaders have high expectations of behaviour in the school. There is a clear behaviour policy to support teachers to manage classroom behaviour. Not all teachers have the same high expectations and they do not all apply the policy consistently. In some classrooms, pupils do not reliably display positive attitudes to learning. Leaders need to ensure that expectations are high in every classroom and that the school policy is consistently implemented.
• Governors share leaders' high expectations for the curriculum as well as pupils' behaviour and their wider development. They have supported leaders to develop these areas but do not know well enough the impact of these developments. Governors need to ensure that they challenge leaders, holding them to account for the impact of their work.

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