Bersted Green Primary School, Bognor Regis

Bersted Green Primary is a friendly, welcoming community school where pupils are happy, feel safe and behave well. Personal development and early years provision are strong, and pupils benefit from leadership roles and community links. However, the quality of education and leadership and management require improvement because the curriculum, although ambitious and well sequenced, is not yet delivered effectively in key stages 1 and 2, so pupils do not achieve as well as they should. Staff do not consistently check what pupils have remembered, leaving gaps in knowledge for some pupils, including those with SEND and disadvantaged pupils. Provision for pupils with SEND is inconsistent: needs are not always identified precisely enough, and some adaptations do not help pupils access the intended curriculum. Phonics has improved recently, with daily support and better Year 1 reading, but the programme was not delivered rigorously enough over time. Attendance work is a notable strength, with strong improvement over time. This was the school’s first routine inspection since the COVID-19 pandemic and, under the current framework, no overall effectiveness grade was given. Leaders have accurately identified the areas needing rapid improvement, governance has been strengthened, staff workload is considered, and safeguarding is effective. The school has the ambition and capacity to improve, but further work is needed to ensure consistent curriculum implementation and better outcomes across key stages 1 and 2.

Strengths

• Pupils are happy, safe and well cared for in a friendly, welcoming school.
• Behaviour and attitudes are good, with pupils behaving well in lessons and social times.
• Personal development is a strength, with strong leadership opportunities and community engagement.
• Early years provision is good, giving pupils a strong start in communication and language.
• The curriculum is ambitious and well sequenced, and staff deliver content clearly.
• Recent phonics changes are improving Year 1 reading, with daily support for pupils who need it.
• Attendance support is compassionate and tenacious, and attendance has improved strongly.
• Governance has been strengthened, with governors providing more effective challenge.
• Safeguarding arrangements are effective.
• Staff well-being and workload are carefully considered.

Areas for Improvement

• Curriculum delivery in key stages 1 and 2 is not yet effective enough, so pupils do not achieve as well as they should.
• Assessment is not used consistently enough to check what pupils have remembered, leaving gaps in learning.
• Some pupils with SEND are not identified quickly or precisely enough, and adaptations do not always help them access the curriculum.
• The phonics programme has not been delivered rigorously enough over time, leaving some pupils less ready for the next stage.
• Some pupils, including disadvantaged pupils, have gaps in knowledge because misconceptions are not addressed swiftly.

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 Bersted Green Primary School, Bognor Regis attended 93.8% of sessions (the national figure for primary schools was 94.8%). 18.3% 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, 0.7% of pupils at Bersted Green Primary School, Bognor Regis 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 Bersted Green Primary School, Bognor Regis had 18.5 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 8.9% 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, 23.9% of pupils at Bersted Green Primary School, Bognor Regis were on SEN support (nationally 15.4%) and 1.6% 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 Bersted Green Primary School, Bognor Regis received £7,847 and spent £7,197 for each of its 255 pupils. It ended the year with reserves of £274,000 (£1,074 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 Bognor Regis · West Sussex local authority: places and applications

What is Bersted Green Primary School, Bognor Regis's Ofsted rating?

The latest Ofsted rating for Bersted Green Primary School, Bognor Regis is Requires Improvement, from an inspection in November 2024.

When was Bersted Green Primary School, Bognor Regis last inspected by Ofsted?

Bersted Green Primary School, Bognor Regis was last inspected in November 2024.

How many pupils does Bersted Green Primary School, Bognor Regis have?

Bersted Green Primary School, Bognor Regis has 255 pupils on roll.

What age range does Bersted Green Primary School, Bognor Regis cover?

Bersted Green Primary School, Bognor Regis for pupils aged 4 to 11.

What are Bersted Green Primary School, Bognor Regis's SATs (KS2) results?

In 2025, 30% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Bersted Green Primary School, Bognor Regis?

Bersted Green Primary School, Bognor Regis is at Laburnum Grove, Bognor Regis, West Sussex, PO22 9HT.