Beanfield Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Beanfield Primary School is a vibrant school.

Pupils are happy and enjoy their learning. They talk with enthusiasm about school life. One pupil told inspectors, 'I love learning, chatting to friends and getting ready for the future.'

Pupils are proud of their school. They say that they feel safe. Pupils are a credit to the school.

Leaders set high standards for pupils to live up to. They expect pupils to work hard. Pupils like the rewards they earn for doing their best.

Pupils enjoy making a positive contribution to the life of the school. They like being prefects, class ambassadors and sports leaders. Older pupils are excellent role models for youn...ger pupils.

Relationships between pupils and adults are very positive. Pupils are polite and respectful. They behave very well.

Pupils really care for each other. Pupils know that staff quickly sort out any problems and that bullying is not tolerated. Pupils know that staff are always available to talk.

Leaders have created a caring, aspirational ethos at Beanfield. The vast majority of parents and carers are positive about the school. One parent told inspectors, 'The school has a fantastic team of teachers and well-being staff who go over and above to help the children.'



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

Leaders have planned a well-organised and ambitious curriculum. Curriculum plans identify the key knowledge that pupils need to learn. Curriculum thinking begins in the Nursery Year.

It is clear how new learning builds on what has already been taught. Leaders ensure that pupils' vocabulary develops progressively in all subjects. Pupils remember much of the curriculum content that they have learned.

For example, in science, pupils confidently talk about Isaac Newton's laws of motion. Other pupils explain the difference between longitude and latitude. However, there are inconsistencies in what some pupils can remember about their learning.

For example, some pupils struggle to recall facts about different world faiths and beliefs.

Reading is a priority in the school. Teachers read to pupils from a wide range of texts, which are often linked to their learning in other subjects.

From the moment pupils join the school, they begin to learn to read in a very systematic way. The daily phonics sessions are highly structured. Most pupils use their decoding skills well to sound out unfamiliar words.

Most books are matched to the letters and sounds that pupils are learning. However, some pupils struggle to read unfamiliar words as they have too many gaps in their phonics knowledge. Some pupils who struggle to read do not always receive books that are matched well enough to the letters and sounds they know.

Pupils enjoy mathematics. They explain their learning well using mathematical vocabulary. For example, pupils correctly use 'tens', 'ones' and 'exchange' when they discuss subtraction.

Teachers provide regular opportunities for pupils to recap what they have learned. Pupils build their understanding and skills securely.

Relationships are very positive between children and adults in the early years.

Leaders ensure that there is a sharp focus on developing children's communication and language in the early years. For example, staff play alongside children, using specific vocabulary such as 'sliding' and 'rolling' to help children remember what they have been taught. Staff ask questions so that children can apply their understanding of the world.

Staff ensure that the learning environment is very engaging.

Leaders are reviewing the school's approach to checking what pupils have learned. In some subjects, teachers regularly check that pupils remember key learning.

In other subjects, the approach is not yet as rigorous. This means that teachers do not know for certain whether pupils have gaps in their learning in some subjects.

Leaders have high expectations for pupils with special educational needs and/or disabilities (SEND).

Pupils in the additional provision follow the same ambitious curriculum as pupils in the mainstream setting. Staff provide high-quality support and ensure that resources are suited to pupils' needs.

Leaders support pupils to be confident and to develop strength of character.

Teachers make sure that pupils learn about different types of families and how people from different backgrounds live. Pupils know that it is important to show respect to everyone. There is some inconsistency in some pupils' knowledge of British values.

Most understand the rule of law and respect. However, some pupils struggle to explain what living in a democracy means.

Leaders work very well with staff.

They provide regular training. They consider staff's well-being and workload. Trustees are very well informed about the work of the school.

They hold leaders to account, but also support them to bring about improvements in the school. Trustees fulfil their statutory responsibilities.

Safeguarding

The arrangements for safeguarding are effective.

There is a very strong culture of safeguarding at this school. Leaders and trustees regularly check the school's safeguarding procedures. Staff are very clear about their responsibilities for safeguarding pupils.

Leaders make sure that staff have regular training. Staff are quick to report any concerns they may have. Record-keeping is comprehensive.

Leaders take prompt actions to follow up on any concerns. Leaders make sure that vulnerable pupils, and their families, receive the help they need to stay safe.

Pupils learn about healthy relationships.

They know that if they are worried, or concerned, that trusted adults in school are there to help. Pupils appreciate this.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have developed a coherently planned and well-sequenced curriculum.

On occasions, there are inconsistencies in what pupils can recall about their learning in some subjects. Pupils do not reliably remember what they have been taught in all subjects. Leaders should ensure that all pupils, including those with SEND, know more and remember more of the school's curriculum, including the curriculum for pupils' personal development.

• Leaders have not yet established consistent systems to identify gaps in pupils' learning in some subjects. Teachers do not check consistently how successfully pupils acquire knowledge and use it fluently. Leaders should ensure that checks between early years through to the end of key stage 2, in all areas, consistently assist teachers in determining clear next steps for pupils, without causing unnecessary burdens for staff and pupils.

• A small number of pupils do not currently read from books that match their phonics knowledge well enough. They do not develop as fluent, confident readers as quickly as they could. Leaders should ensure that the approach to the teaching of phonics enables all pupils to apply their knowledge accurately when reading unfamiliar words.