Ofsted

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In February 2024, Bevington Primary School was judged by Ofsted to be ‘Requires Improvement’. While the inspection recognised key strengths—such as high attendance, a safe environment, and polite, well-mannered pupils—it also identified clear priorities for development in Curriculum consistency, Behaviour expectations, support for pupils with SEND, and Leadership capacity.

Since the inspection, the school has taken swift and strategic action to secure improvement. Leadership has been strengthened, the Curriculum has been reviewed and embedded, provision for inclusion has been overhauled, and staff training has been aligned to a clear and purposeful vision. These changes are already having a positive and sustained impact across the school.

Area Identified for Improvement (Ofsted Feb 2024)	Progress Since Inspection
Early Reading	Early reading is now a clear strength. Phonics outcomes improved sharply from 79% in 2024 to 93% in 2025. Essential Letters and Sounds is embedded from Nursery, with daily teaching in Reception and beyond. All pupils read every day and no child is permitted to opt out. Carefully planned keep-up support ensures pupils who need extra help, including those with SEND, receive timely intervention to keep pace with their peers. Reading is closely monitored by leaders to ensure consistency and high standards.
Curriculum Breadth and Consistency	Pupils now receive a broad and balanced, knowledge-rich curriculum across the school. Subjects are taught regularly and in depth, ensuring strong coverage and clear progression of knowledge and skills. Leaders monitor implementation through book reviews, pupil discussions and lesson visits. Developments such as vocabulary organisers in History and Geography, and improved sequencing in Science, have strengthened subject understanding and long-term retention. Pupils speak confidently about what they are learning and how knowledge builds over time.
SEND Provision	Provision for pupils with SEND has been significantly strengthened. Every classroom uses provision mapping and individual SEND profiles to ensure strategies are consistently applied. Staff training in trauma-informed practice, ADHD and autism awareness has increased confidence in inclusive teaching. Pupils with Education, Health and Care Plans are making measurable progress towards their outcomes. Disadvantaged and SEND pupils are achieving in line with, and in some cases above, national averages in Reading and Maths. Expectations remain ambitious for every child.
Behaviour	The behaviour policy is fully embedded and rooted in the values of Aspiration, Respect and Perseverance. Expectations are clear and applied consistently by all staff. Since May 2024, there have been no suspensions, and recorded incidents are low-level. Leaders and governors review behaviour and attendance weekly to maintain high standards. Pupils describe the school as calm and fair, and restorative approaches support reflection and improvement.
Wider Development	The PSHE and RSE curriculum is carefully sequenced from EYFS to Year 6, ensuring pupils are well prepared for life in modern Britain. Protected Characteristics, healthy relationships and personal safety are explicitly taught. Assemblies, awareness weeks and enrichment opportunities broaden pupils’ understanding. Pupil voice shows strong awareness of diversity, equality and respect.
Governance	A newly appointed and highly effective Board of Governors provides strong strategic oversight. Governors offer robust challenge and support, particularly in attendance, behaviour, safeguarding and Pupil Premium. They validate improvements through regular visits, safeguarding scrutiny and discussions with pupils. External partners have recognised strengthened leadership and governance.