Beech Hill Primary School

Highlights from Latest Inspection

What is it like to attend this school?

There is a strong sense of community at Beech Hill Primary School.

Pupils describe attending here as 'being part of a family'. This is helped by the school dog, Ted, who gives visitors a warm welcome. The school's ethos of 'Happy, Safe, Loved' contributes to pupils feeling valued and secure.

Pupils' behaviour is exemplary. They are motivated to do their best because teachers have high expectations of what they can do. Pupils are highly engaged in lessons.

There is a strong culture of respect. Pupils know how important it is to include everybody. They talk passionately about differences being accepted.

Roles such as being part of the 'Dream Team' and ...being on the school council help pupils to contribute to the school community. Pupils can even earn badges to look after the chickens!

Bullying rarely happens and if it does, leaders deal with it promptly. Pupils are very confident that staff will not tolerate unkind behaviour.

All pupils have a named 'go to' person. This is a trusted adult who they know will help them if needed.

Pupils with special educational needs and/or disabilities (SEND) are fully supported.

Knowledgeable leaders ensure that their needs are met and that they are fully included in the life of the school.

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

Subject leaders have identified the knowledge that they want pupils to learn. Teachers know the curriculum well.

Subject leaders have begun to evaluate regularly how well pupils are learning new content. Teachers are reflective and adapt lessons and curriculum plans if they notice that pupils' knowledge is not secure. This is more advanced in some subjects than in others.

In some subjects, pupils can recall previous learning. For example, in computer science, pupils can talk about how their programming skills develop from Year 1 to Year 3. In other lessons, such as history, the curriculum is engaging.

Pupils demonstrate enthusiasm for the subject and can use historical language well, for example, when drawing on previous work to discuss connections between events with increasing knowledge.

In some workbooks, it is not sufficiently clear how pupils are being supported to develop their understanding. For example, in geography, pupils often label countries and continents.

However, it is unclear how teachers intend to develop pupils' understanding of this further or link new understanding to other tasks. In science, workbooks highlight that pupils demonstrate scientific skills through investigation work. However, the conclusions that pupils draw from their investigations are not always explained scientifically.

In the early years curriculum, there has been close work with other subject leaders to ensure that knowledge of different subjects is developed right from Nursery.Some children start the early years with limited language and communication skills. Leaders are quick to provide support.

Children listen well to stories and join in with great enthusiasm, copying actions and repeating words. Phonics and mathematics are learned in early years. In Reception, children work with number frames.

Teachers link this work to familiar songs to help children remember the concept of 'more' and 'less'. Adults have developed consistent routines, which children follow quickly.

An effective phonics programme is followed consistently by all staff.

In this way, pupils who need support to catch up receive strong and effective support with their reading. It does not take long for pupils who require support to begin to read fluently. Leaders have appointed a 'Ready to Read' teacher who works closely with pupils to help them make more progress.

Leaders have a sharp focus on ensuring that pupils in all year groups are supported to read.

Leaders ensure there are many opportunities to enhance pupils' personal development. There are many trips and residential visits.

Every pupil visits a farm, a woodland area and the beach. This helps to develop a love of the outside environment. Carefully selected visits to historical sites and stately homes help to create a sense of awe and wonder for pupils.

The personal, social and health education curriculum is very well planned to ensure that pupils develop resilience. Leaders ensure that pupils understand challenging issues within the local community and that they are supported to cope with difficulties outside of school. Leaders promote tolerance and respect exceptionally well.

Pupils love the responsibility that they get from being on the school council. Many pupils, including pupils with SEND, participate in a wide range of extra-curricular activities.

Staff training and professional development are prioritised by leaders.

Teachers develop their subject knowledge through support from subject leaders. Staff are happy and proud to work at the school. They appreciate how leaders are mindful of workload and prioritise the well-being of staff and pupils.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure there is a comprehensive system for reporting safeguarding concerns. They follow up on any concerns with prompt actions.

Staff are well trained in identifying and reporting any safeguarding concerns they may have. Training is up to date, and leaders make it relevant to the local context and beyond. Many pupils speak about how safe they feel in school.

This reflects the work that all adults do to create a calm and protective environment.

Pupils are taught about local safeguarding risks and how to stay safe online. Leaders provide different ways for pupils to report worries or concerns, such as by using the 'worry box' or talking to their named trusted adult.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Pupils are not given sufficient opportunities in some subjects to build upon and develop their understanding of important concepts and themes. At times, pupils skim the surface of what they need to know without exploring ideas in more detail or how to apply new learning elsewhere. Leaders and staff should ensure that pupils develop cumulatively sufficient knowledge and skills across the curriculum that contribute to pupils developing a strong and secure understanding of carefully selected concepts, ideas and themes.

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