Beckingham Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Beckingham Primary School does all it can to ensure that every pupil 'THRIVES'.

Leaders have high expectations. Pupils know that they are expected to model tenacity, hard work, respect, integrity, have vision and to show empathy and selflessness. Pupils do their very best to live up to these expectations.

They are proud of the certificates and stickers that they earn for doing so.

Pupils behave well. They are attentive in lessons.

Around school, they are considerate and look out for each other. They know the school's 'golden rules' and explain how these help to make the school a happy place for everyone. They say that poor behaviour is rare.

...>However, when it does occur, it is addressed quickly and successfully.

Pupils describe the school as inclusive. They know the different protected characteristics.

They are adamant that any form of discrimination cannot be tolerated. They have a detailed understanding of British values. They know why these are important.

Pupils learn how to keep safe in a wide range of situations. They know how to stay safe in the community, online, around water, on roads and from fire. They know who to go to if they need help or support and are confident to do so.

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

The school has developed a curriculum that is designed to meet the needs of the pupils. It is working well. Across the vast majority of subjects, the curriculum is well planned and sequenced.

It makes clear what pupils are expected to know at each stage of their education. Content builds cumulatively and logically over time. Pupils remember most of what they have learned.

In some cases, they have an impressive recall. For example, a group of Year 4 and 5 pupils were able to explain what they had learned about states of matter over a year previously. They could explain changes in states of matter and some of the scientific processes involved, including evaporation and condensation.

However, a very small number of subjects are not as well developed. In these subjects, the curriculum does not precisely set out the information that pupils are expected to commit to their long-term memory.

There is a strong focus on reading.

Pupils develop a love of reading. They study a wide range of authors and genres. They talk eagerly about their favourite authors, including Charles Dickens.

In-class rewards, the new reading shed in the playground and time to 'drop everything and read' motivate pupils to read often and widely. The 'onesie upon a time' event, where pupils spent an evening reading in school, was highly popular. The school's phonics programme is well organised.

It is taught consistently well. As a result, pupils who are at an early stage of learning are well supported in their development.

The school is ambitious for pupils with special educational needs and/or disabilities (SEND).

These pupils are quickly identified get the help that they need to access and learn the same curriculum areas as their peers. They achieve well. The targets that the school sets for these pupils make clear the academic successes that are expected.

However, in some cases, targets do not set out what the school will do to address the specific type of SEND that pupils have.

Children get off to a good start in the early years. They are enthusiastic learners.

They are happy and well looked after. Staff are skilled at helping children to improve their communication and language skills. The activities on offer help children to learn the curriculum and to recap what they have learned before.

For example, one child eloquently described the New York skyline that he was sculpting in the sand pit, based on the work of 'Cities and Towns' that they had recently studied. The early years curriculum is, on the whole, well organised. However, in a small number of places, it sets out what children will do; it does not make clear the content that children are expected to know and remember.

The school has developed a comprehensive and detailed curriculum for personal, social and health education (PSHE). Pupils learn about people, places and communities from around the world. They benefit from a wide range of visits, visitors and experiences that help to develop their cultural capital.

Pupils are prepared well for life in modern Britain.

At all levels, including governance, the school is well led and managed. The school has an accurate view of its strengths and areas for improvement.

Leaders have brought around improvements in the curriculum, safeguarding and the physical environment. The views of staff and pupils are consistently highly positive. The views of parents and carers have improved significantly in recent years, to the point where all parents who responded to Ofsted's Parent View survey would recommend the school to another parent.

Beckingham Primary School sits at the heart of the community that it serves.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• A small number of subjects are not fully planned and sequenced.

In these subjects, there are gaps in pupils' knowledge and some misconceptions. The school should ensure that, across all subjects, the curriculum is fully planned and sequenced and results in pupils knowing and remembering content both consistently and accurately. ? Some of the targets that are set for pupils with SEND relate purely to academic success.

As such, they do not set out the small steps of progress that are expected in relation to pupils' specific areas of need. The school should ensure that targets for pupils with SEND set out the small steps of progress that pupils are expected to make in relation to their specific needs. ? In a small number of places, the early years curriculum sets out what children will do as opposed to what they will learn.

It does not make clear the precise things that children are expected to know or know how to do. This means that the school cannot be sure that children are meeting the important milestones as they progress through the Reception Year. The school should ensure that the early years curriculum, across all areas of learning, consistently sets out what children are expected to achieve at each stage through the Reception Year.