A requires improvement academy sponsor led school in Dorset. Explore Ofsted ratings, admissions information, and performance data for Bere Regis Primary and Preschool.
Overall school rating
/ 100
Primary weighted harmonic mean of 3 indicators
Indicators used for Primary schools
How we weight each phase
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Official inspection outcomes
Source: Ofsted inspection outcomes. Grades: Outstanding, Good, Requires Improvement, Inadequate.
How to reach this school
Basic details and characteristics
Official government statistics
| Year | Mat Average | Read Average |
|---|---|---|
| 2024 | 104.0 | 107.0 |
| 2023 | 102.0 | 106.0 |
Historical data shows year-over-year performance trends.
Interactive performance metrics over time
| Year | Mat Average | Read Average |
|---|---|---|
| 2023 | 102.0 | 106.0 |
| 2024 | 104.0 | 107.0 |
Overall Trend:
Improving trend (+1.5 per year)
Derived insights and analysis
Improving trend (+1.5 per year)
Up 1.5% over 3 years
Information extracted from the school's own website
"Putting children at the heart of learning"
Reverend Sandra links each virtue to a Bible story or aspect of Christianity
On behalf of the pupils, staff and governors, I am delighted to welcome you to our school website. Bere Regis is a happy, friendly village school with strong sense of community, where all children and adults are encouraged to achieve their potential in a creative and supportive learning environment. We believe everyone should be celebrated for their uniqueness and we aim to help them succeed by fulfilling their potential in every aspect of school life: academic, social, personal, physical and spiritual. Our staff provide stimulating, challenging learning opportunities and a vibrant, creative and meaningful curriculum. We value partnerships with parents and the wider community and invite you to visit us.
Clubs
Admission priority order: 1) A ‘Child in Care’ or who was ‘previously a Child in Care’ (see footnote 1); 2) Children with exceptional medical or social need and where there is a need for a place at one specific school (see footnote 2); 3) Children living within the school’s catchment area who will have a sibling attending the school at the time of admission (see footnote 3); 4) Children living within the catchment area who are attending the preferred school’s recognised maintained feeder school during the previous year and are on that school’s roll at the time of application (see footnote 4); 5) Children living within the school’s catchment area; 6) Children living outside of the school’s catchment area who will have a sibling attending the school at the time of admission (see footnote 3.5); 7) Children living outside the school’s catchment area who are attending one of the preferred school’s recognised maintained feeder schools during the previous year at the time of application (see footnote 5); 8) Children living outside the school’s catchment area and whose parents wish them to attend a CE Voluntary Controlled school on denominational grounds (see footnote 6); 9) Children of staff with at least two years continuous service at the school or who have been recruited to a vacancy to meet a demonstrable skills shortage as at the date of application (in year) or relevant closing date under the LA co-ordinated scheme (normal year of entry) and who still intend to be employed at the school at the time of the child’s admission (see footnotes 7 & 8); 10) All other children living outside the school’s catchment area. If oversubscribed within any of the priority order categories above, places will be allocated on the basis of the shortest straight line measurement using a geographical information based system which identified an Easting and Northing for the home address and the school and calculates the distance between the two locations. NB. School transport is based on walking and driven distances. In the event that the LA is unable to distinguish between applications despite applying the priority categories above, lots will be drawn by an independent (of the LA) person to determine the final place(s). Where applications are received from families with multiple birth siblings and by adhering to PAN these siblings could not be offered the same school, the admission number will be exceeded to accommodate the multiple birth siblings. This is not an indication that schools can exceed the admission number other than under these exceptional circumstances.