Beaumont Primary School

Highlights from Latest Inspection

Outcome

There has been no change to this school's overall judgement of good as a result of this ungraded (section 8) inspection.

However, the evidence gathered suggests that the inspection grade might be outstanding if a graded (section 5) inspection were carried out now. The school's next inspection will be a graded inspection.

What is it like to attend this school?

Pupils flourish at this school.

They arrive smiling each morning, eager to start the day. The positive relationships that they build with staff shine through their interactions. Pupils said that the school puts them at the heart of everything that it does.

They are listened to and well cared for.

Pup...ils are curious. They enjoy learning.

They behave well so that everyone can achieve their best. To celebrate this, the school bell rings three times if every pupil is on 'green' for their positive conduct. Pupils cheer when they hear these bells because they are proud of themselves and of each other.

They said that this happens almost every day.

Pupils strive to help others. The school provides them with many opportunities to take on extra responsibilities.

For example, older pupils support their younger peers as play leaders and well-being monitors. They make sure that all pupils are included in activities at breaktime. These roles help to create a caring community.

The school provides all pupils, including those with special educational needs and/or disabilities (SEND) and children in the early years, with an education of the highest quality. Pupils achieve highly.

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

The school is fiercely ambitious for all pupils.

Curriculums are carefully designed to ensure that pupils' learning builds logically from the Reception Year to Year 6.

Staff understand precisely what pupils need to know. They design learning activities which emphasise this knowledge.

Staff are alert to any misconceptions that pupils might develop and act swiftly to address these if they arise. Meticulous thought has been given to when and how pupils should revisit their learning. This helps them to remember the important knowledge that they have learned over time.

Pupils, including those with SEND, build a rich body of knowledge. They delight in sharing what they have learned. For example, Year 3 pupils spoke at length about how different types of rocks are formed.

They described in detail an experiment that they had done, which helped them to understand this.

The school has robust processes in place to identify any additional needs that pupils may have. Staff are skilled in supporting these pupils to access the curriculum alongside their peers.

Pupils with SEND achieve well.

The school has placed reading at the centre of its curriculum. Pupils spoke with enthusiasm about their love of reading and about how important it is to their future success.

They greatly value the school library, describing it as like entering a different dimension. Pupil librarians help to ensure that the library is well looked after. The school involves parents and carers in their approach to reading.

For example, they host 'book and biscuit' sessions where parents are invited into school to read with their children.

Children in the early years enjoy lots of stories and songs. They begin learning phonics from the start of the Reception Year.

Staff are well trained to deliver the phonics programme. They provide workshops which help parents to feel confident when supporting their children's reading at home. Staff quickly identify any pupils who fall behind and ensure that they get help to catch up.

This means that pupils learn to read confidently and fluently in readiness for key stage 2.

The atmosphere in school is calm and purposeful. Pupils behave with consideration for others.

They are highly attentive in lessons and respond well to staff. Pupils are polite and welcoming. They are keen to ensure that visitors feel as positively about their school as they do.

The school provides a wealth of opportunities to enhance pupils' personal development. This helps to prepare them well for life in modern Britain. Pupils know that their opinions matter and that they can play an active role in improving the school.

For example, the school parliament has recently been involved in making changes to school dinners and the provision of some new extra-curricular clubs.

Staff feel valued in their roles. They appreciate the many ways that they are consulted about new initiatives.

The school has taken positive steps to reduce staff's workload, such as by reducing their extra-curricular responsibilities.

Governors focus sharply on helping the school to continue to refine the quality of education that pupils receive. Staff, parents, pupils and governors were all included in creating the school's ambitious vision of a community where everyone works together.

Everybody involved feels incredibly proud and lucky to be part of the school.

Safeguarding

The arrangements for safeguarding are effective.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good in September 2013.

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