Bourne Primary School

What Ofsted said

From the inspection on 20 January 2026

This is a warm and welcoming school where difference is celebrated. Pupils are happy at school and attend well. They quickly become confident young people with a clear sense of right and wrong. The school works effectively with its local community and in partnership with parents and carers. Pupils are nurtured and are well known by staff across the school. Pupils are safe and feel a strong sense of belonging. The school's values are woven across the school and become a lived reality for its pupils. Leaders have diversified the curriculum and experiences provided for pupils. This begins from the early years. Pupils feel seen, valued and respect one another. Leaders have high aspirations for what pupils can achieve. Learning is carefully sequenced to build understanding. Pupils are encouraged to do their best. By the end of key stage 2, pupils achieve highly, typically above the national averages. Pupils who need additional support to access their learning in the classroom receive the help they need. Pupils with special educational needs and/or disabilities are provided with both academic and emotional support should they require it. They enjoy school and achieve highly. Pupils are well prepared and ready for their steps when they leave the school. Pupils want to do well. They know the school rules and what is expected of them. Any incidents are followed up quickly by staff, and bullying is not tolerated. Discrimination is not a feature of this school. The school offers an enriched education. Outdoor learning and various projects, alongside trips to sites of historical significance, are a regular feature of school life.

What the school should improve

• Leaders should strengthen their pupil premium strategy so that it is more precise and supports disadvantaged pupils to benefit further from the school's enrichment offer. • Leaders should build on their current work to ensure that there is a consistent approach to both writing and oracy across subjects and year groups. • Leaders should consistently ensure that pupils, especially those who are disadvantaged, have the key component knowledge they need when they return to lessons following absence or interventions. • Leaders should systematically track pupils' engagement with the personal development programme on offer and ensure that it is tailored to pupils' aspirations. • Leaders should continue their work to strengthen the curriculum in early years by ensuring that oracy and language development are fully embedded.

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