Bentley New Village Primary School

Bentley New Village Primary School is a caring school where pupils feel safe, enjoy attending and benefit from warm relationships with staff. Personal development is a notable strength: pupils take part in a broad range of experiences, learn about health, online safety and healthy relationships, and develop a strong moral compass. Behaviour is good, attendance has improved considerably and safeguarding arrangements are effective. However, the quality of education and early years provision require improvement. The curriculum is not consistently clear about the knowledge and vocabulary pupils should learn, especially in some foundation subjects and in early years, and phonics teaching and reading support are delivered inconsistently. Assessment does not reliably identify gaps for some pupils, including those with SEND, so not all pupils catch up or achieve as well as they should. Leadership and management also require improvement because leaders and governors do not yet have a clear view of how well their actions are improving outcomes for pupils. This was the school's first routine inspection since the COVID-19 pandemic, and the headteacher was appointed in October 2022. Under the current inspection framework, the school did not receive an overall effectiveness grade.

Strengths

• Pupils feel safe and have warm, positive relationships with staff.
• Pupils behave well in lessons and follow clear routines.
• Staff provide skilful support to pupils who need help with behaviour and emotions.
• The personal development offer is well designed and covers online safety, healthy relationships and physical and mental health.
• Pupils benefit from a broad range of experiences beyond the classroom, including charity work and residential trips.
• Pupils develop a strong moral compass and are alert to discrimination.
• Attendance has improved and persistent absence has reduced considerably.
• The phonics curriculum is well ordered and staff have received training.
• Pupils have a positive view of reading and enjoy books.
• Pupils with SEND access extra-curricular clubs as often as their peers.
• Safeguarding arrangements are effective.
• The school is mindful of staff workload and well-being.
• Governors have offered challenge on attendance, helping bring about improvements.

Areas for Improvement

• The quality of education requires improvement and some pupils do not achieve as well as they should.
• The curriculum does not clearly identify detailed knowledge and subject-specific vocabulary in some subjects.
• The early years curriculum is not clearly defined, so some children are not well prepared for key stage 1.
• Phonics is not delivered consistently, and some pupils do not become fluent readers as quickly as they should.
• Reading support is not delivered with precision or consistency, including for some children in Reception.
• Assessment does not clearly identify gaps in knowledge for some pupils, including those with SEND, in subjects such as reading and mathematics.
• Leaders and governors do not have a clear view of how well their actions are improving outcomes for pupils.
• Some children leave Reception not as well prepared as they should be in some areas of learning.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Bentley New Village Primary School attended 95.2% of sessions (the national figure for primary schools was 94.8%). 14.6% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 2.9% of pupils at Bentley New Village Primary School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Bentley New Village Primary School had 18.9 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 21.7% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 31.6% of pupils at Bentley New Village Primary School were on SEN support (nationally 15.4%) and 4.8% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Bentley New Village Primary School received £9,026 and spent £9,206 for each of its 243 pupils. It ended the year with reserves of £504,000 (£2,078 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

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All schools in Doncaster · Doncaster local authority: places and applications

What is Bentley New Village Primary School's Ofsted rating?

The latest Ofsted rating for Bentley New Village Primary School is Requires Improvement, from an inspection in November 2024.

When was Bentley New Village Primary School last inspected by Ofsted?

Bentley New Village Primary School was last inspected in November 2024.

How many pupils does Bentley New Village Primary School have?

Bentley New Village Primary School has 250 pupils on roll.

What age range does Bentley New Village Primary School cover?

Bentley New Village Primary School for pupils aged 3 to 11.

What are Bentley New Village Primary School's SATs (KS2) results?

In 2025, 56% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Bentley New Village Primary School?

Bentley New Village Primary School is at Asquith Road, Bentley, Doncaster, South Yorkshire, DN5 0NU.