Beaconhill Community Primary School

About Beaconhill Community Primary School Browse Features

Beaconhill Community Primary School

Name Beaconhill Community Primary School
Ofsted Inspection Rating Good
Inspection Date 05 October 2011
Address Langdale Drive, Beacon Hill Grange, Cramlington, Northumberland, NE23 8EH
Phone Number 01670714864
Type Primary
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 206 (60% boys 40% girls)
Number of Pupils per Teacher 18.4
Local Authority Northumberland
Percentage Free School Meals 33.9%
Percentage English is Not First Language 0%
Persisitent Absence 13.1%
Pupils with SEN Support 7.8%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about the school

This is smaller-than-average sized primary school. Almost all pupils are of White British heritage. The proportion of pupils known to be eligible for free school meals is above average. The proportion with special educational needs and/or disabilities is below average, although a higher-than-average number of pupils have a statement of special educational needs. A very small number of pupils are looked after by the local authority. The school has achieved Healthy Schools status and the Activemark. There is a children’s centre located on the school site, which is managed independently of the school and did not form part of this inspection. A separate report on this provision can be found on the Ofsted website.Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

Main findings

This is a good school where every child really does matter. The headteacher’s success in sharing her ambitious vision for the school is demonstrated by the good team spirit which has developed and the rapid improvements which have been made since the last inspection. Strong relationships and excellent pastoral care result in pupils’ good behaviour and enthusiasm for learning. Pupils say they enjoy coming to school and feel safe and secure. Consequently, their attendance is above average. Pupils have an excellent understanding of how to stay healthy. They participate very enthusiastically in sporting activities and talk knowledgeably about their involvement in special events such as the Million Meals project. The contribution pupils make to the school and wider community is outstanding. For example, they are very proud of the work they have done to improve the school’s grounds. The school’s engagement with parents and carers is good and most are very appreciative of the work of the school. They speak highly of the ‘caring environment where all children are supported to achieve their potential’. From starting points that are well below those expected for their age, pupils make good progress and achieve well. As a result, attainment is average by the end of Year 6 and improving strongly. The good start children make in the Early Years Foundation Stage continues and accelerates through the school, building successfully upon previous achievement towards challenging targets. Pupils with special educational needs and/or disabilities and pupils who are vulnerable due to their circumstances progress as well as their peers as a result of effective support. This is a result of high expectations and consistently good teaching. Mostly, teachers’ assessments are accurate and support learning well. However, teachers occasionally do not make effective use of information from assessments to plan sufficient challenge for the more-able pupils, particularly in writing. The well-organised, imaginative curriculum enables pupils to follow their own enquiries and make personal choices. This fosters pupils’ engagement, interest and desire to learn. However, the curriculum does not yet provide sufficient opportunities for pupils to develop their writing skills in other subjects. Leaders at all levels are involved in monitoring the performance of the school and in taking steps to improve it. As a result, teaching is improving rapidly and attainment is rising. The school evaluates itself well. Consequently, areas for improvement identified at the last inspection have been tackled successfully. Good partnerships with specialist agencies, the parish church and partner schools contribute to the good outcomes of the school. All of these successes indicate the school has good capacity to sustain improvement. Resources are managed well to secure good outcomes for pupils.