Bilingual Primary School - Brighton & Hove

About Bilingual Primary School - Brighton & Hove Browse Features

Bilingual Primary School - Brighton & Hove


Name Bilingual Primary School - Brighton & Hove
Website http://www.bilingualprimaryschool.org.uk
Inspections
Ofsted Inspections
Address The Droveway, Hove, Brighton and Hove, BN3 7QA
Phone Number 01273916212
Type Academy
Age Range 4-11
Religious Character None
Gender Mixed
Number of Pupils 544 (48.2% boys 51.8% girls)
Number of Pupils per Teacher 20.1
Academy Sponsor Bilingual Primary School Trust Limited
Local Authority Brighton and Hove
Percentage Free School Meals 13.6%
Persistent Absence 9%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Inspection

Information about this school

The school is not yet up to full capacity but is larger than the average-sized primary school. Currently there are three Reception classes, two classes in each of Years 1, 2, 3 and 4 and one class in Year 5.

Around one fifth of the pupils are from bilingual homes and Spanish is spoken in the home for around half of these pupils. The proportion of pupils who speak English as an additional language is above that found nationally. Around two thirds of these pupils are fluent or competent speakers of English.

In Years 1 to 5, very few pupils are new to English or at the early stage of English language acquisition. The large majority of pupils are of White British heritage and the next largest group of pupils are from other White backgrounds. The proportion of pupils who have special educational needs and/or disabilities is below average.

The proportion of pupils supported through the pupil premium funding is below average. The school teaches a Spanish curriculum alongside the English national curriculum. Spanish and English are used for learning throughout the school.

The school provides a daily breakfast club. The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish.

The school moved to its purpose-built accommodation in February 2016. The headteacher started at the school in September 2015.

Summary of key findings for parents and pupils

This is a good school Over the past year, the successful work of the headteacher, deputy headteacher and senior leaders, including governors, has resulted in rapid improvement.

Pupils’ achievement, behaviour and the quality of teaching and learning are all now good. The headteacher provides highly effective, motivating and inspiring leadership for the school. Pupils, parents, staff and governors are justifiably proud of their good school.

Pupils develop as well-rounded, confident individuals who achieve well in all that they do and are successful bilingual learners. Teachers plan interesting lessons. Pupils are inspired and motivated by their teachers.

All groups of pupils, including disadvantaged pupils, the most able and the most able disadvantaged pupils, learn well. Pupils make good progress from their starting points in a range of subjects including reading, writing and mathematics. Spanish is taught well and pupils at different stages of fluency in Spanish develop their skills well.

Pupils are well behaved in lessons and around the school. They feel safe and happy at school and are well looked after. The new curriculum is already having a positive impact on pupils’ engagement and enjoyment but has yet to be fully embedded to see the full impact on pupils’ achievement.

Children in the early years get a good start to school life. They are taught well and make good and often rapid progress from their starting points. Parents are exceptionally positive about all aspects of the school’s work.

One parent summed up the views of many with the comment, ‘BPS has created a positive learning environment that children thrive in, delight in and engage with wonder with their world. Children have strong friendships and happy lives thanks to this safe, happy and stimulating school.’ Senior leaders have a clear knowledge of the school’s strengths and where improvements are needed.

They have correctly identified that occasionally work is not at exactly the right level for pupils of different abilities, which can sometimes slow their progress. Attendance is below the national average. The proportion of pupils who are persistently absent is higher than the national figure.