Beacon Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Beacon Primary School has one clear aim: to 'be proud'. Pupils are proud to attend the school, staff are proud to work here and parents and carers are proud that their children are part of this warm and welcoming school.

Staff have high expectations of what pupils can achieve. This includes pupils with special educational needs and/or disabilities (SEND). Pupils live up to these expectations and achieve well in many areas of the curriculum.

Pupils try hard in lessons and focus well on their learning.

Pupils behave well in classes and around the school. Routines are quickly established in the early years and the youngest children settle into school well.
<...br/>Pupils feel safe in school. They know that they can share any worries that they have with staff. Teachers deal with bullying effectively.

Pupils are kind and respectful to each other and adults. They have exceptional manners. Pupils take great pride in helping their school community.

They enjoy many opportunities to take on leadership roles, for example as playground leaders and school councillors. Older pupils are particularly proud of their roles as Beacon guiding lights, where they organise and lead mindfulness activities for each class.

What does the school do well and what does it need to do better?

Leaders have designed an ambitious, well-organised curriculum for pupils in key stages 1 and 2.

The curriculum is equally well designed in the early years, including in the provision for two-year-olds, which means that children get off to a strong start. Leaders have carefully thought about how learning in Year 1 builds on what pupils have already learned in the Reception class.

The impact of the school's curriculum is strong in many areas.

Pupils, including those with SEND, achieve well in many subjects. By the end of key stage 2, pupils are ready for the next stage of their education at secondary school.

In many subjects, the curriculum is well established and delivered well.

Teachers use a range of effective strategies to check that pupils have learned the curriculum. For example, teachers provide opportunities for pupils to recap prior learning. Added to this, teachers check on pupils' understanding and address any misconceptions adeptly.

This means that pupils build a rich and detailed knowledge base across many subject areas.

In a small number of other subjects, developments to the curriculum are at an earlier stage. On occasion, some teachers lack the confidence to deliver some aspects of these curriculums well.

Some pupils do not remember their learning as well as they should in these subjects.

Leaders have put in place appropriate systems and processes for identifying pupils with SEND. Staff support pupils with SEND well so that they can access the same curriculum as their peers.

Many parents of pupils with SEND are positive about the support that their children receive.

Leaders have ensured that teaching pupils to read fluently is a priority for all staff. This is so that pupils become confident readers who can fully access the wider curriculum.

Leaders have developed a reading curriculum that gives pupils access to a wide range of books. Older pupils said that they enjoy reading.

Children begin to learn phonics as soon as they start in the Reception Year.

Leaders make sure that there is a consistent approach to the teaching of early reading. Pupils practise reading books that contain the sounds that they have learned. Staff identify pupils who are struggling to learn to read and put extra help in place to support them to catch up quickly with their phonics knowledge.

Leaders equip pupils well to make a positive contribution to society. Pupils show a strong awareness and understanding of the needs of others. For example, pupils enjoy raising money for charity and donating to local food banks.

Pupils appreciate the wide range of extra-curricular clubs available to them, such as drawing, reading and sports clubs. Pupils with SEND also benefit from attending these clubs.

Leaders have established strong routines to make sure that pupils behave well.

Low-level disruption in lessons is rare and if it does happen, teachers deal with it swiftly.

Staff value the high levels of support for their workload and well-being that leaders provide. Staff benefit from a strong professional development offer from the multi-academy trust.

Governors and trustees know the school well. They make sure that pupils benefit from a high-quality education.

Safeguarding

The arrangements for safeguarding are effective.

Leaders make sure that pupils know how to keep safe in the local community. For example, there is an emphasis on teaching pupils to swim and about water safety as there is open water in the local area. Pupils are also taught about healthy relationships, mental health and well-being, drugs and alcohol, and road safety.

Staff are well trained in how to identify those pupils who may be at risk of harm. Staff have strong relationships with pupils and their families. This means that they can secure appropriate and timely support from external agencies when needed.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a very small number of subjects, the implementation of the curriculum is relatively new. On occasion, some pupils do not learn as well as they should as a result. Leaders should ensure that staff are equipped with the confidence to deliver the curriculum consistently well.