Beechwood Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud of their school.

They know the school's values and can explain how these are taught within the curriculum. Pupils take on roles and responsibilities such as school councillors, prefects and house captains, which help them to grow in confidence. Pupils learn about democracy and can relate this to choices that they make in school, such as voting for rewards and playground equipment.

Pupils enjoy debating questions in balanced ways. In lessons, most pupils are highly motivated and have positive attitudes to their learning. They take turns when working together and respond well to adults' instructions.

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

Pupils enjoy the range of clubs and activities available to them that include drama, archery, football and netball. They value the house point system and are excited by the chance to earn 'Golden Tokens' in recognition of being responsible and thoughtful.

Pupils respond well to the newly developed curriculum and enjoy their lessons. However, despite recent improvements, some curriculum subjects are not yet securely embedded. This means pupils do not yet learn as well as they should.

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

The curriculum has not impacted on pupils' learning effectively in some areas. The school has identified the precise knowledge pupils will learn but pupils do not yet build their knowledge and vocabulary securely. Staff do not always check what pupils know precisely enough.

This leaves pupils with gaps in their knowledge and understanding in these subjects.

In some key subject areas, such as phonics, the curriculum is designed and implemented well. The school is ambitious for all pupils to be successful with their reading.

Staff are trained to deliver the phonics scheme effectively. Children learn to read from the first days of Reception and are beginning to move through the phonics programme successfully. Reading books that pupils take home are closely matched to the sounds that they have learned.

Pupils enjoy daily story times and the opportunity to read to adults regularly. Staff check pupils' phonics knowledge precisely. If any pupils fall behind, they get support, such as one-to-one tuition, which helps them to catch up.

Although the most recent outcomes in reading for pupils in key stage 1 are low, pupils are already beginning to show improvements in their learning.

In early years, staff rightly prioritise communication and language. They use engaging texts and rhymes to help children develop their speaking and listening skills.

Staff and children have very positive relationships. Adults question children with warmth and a deliberate focus on building children's vocabulary. The learning environment is used effectively.

Pupils talk confidently, with well-designed classroom areas that support rich conversations through the range of resources and materials. Staff use careful prompts and questions to support children with new learning. This helps children to understand new language quickly and securely.

Early reading is taught systematically, which helps children to develop a love of reading over time. Overall, children in the early years are achieving well.

The school is ambitious for pupils with SEND.

The curriculum is adapted carefully to help pupils with SEND build the knowledge and skills that they need. Precise support in lessons builds on pupils' prior knowledge. Staff check what pupils with SEND know and help pupils achieve their targets.

Staff training is appropriate and matched to pupils' needs, such as specific support for pupils with physical development needs. Overall, pupils with SEND achieve as well as their peers.

The school knows its strengths and areas for development.

Trustees and governors are highly reflective about the recent positive improvements to the curriculum and the school overall. Leaders are passionate and committed to the school. Almost all staff value the school's efforts to help them manage workload.

Most parents are supportive and recognise the positive recent changes and how these are beginning to have an impact on how well pupils are learning.

Most pupils' behaviour is positive and respectful. A small number of pupils who need extra help with their behaviour receive this sensitively and thoughtfully.

Staff have high expectations and support behaviour at the school consistently and fairly. Suspensions are used rarely but appropriately. The school works with alternative providers to help pupils be increasingly successful during their time in school.

This has helped behaviour to improve over time. Pupils feel safe. They are proud to take on responsibilities such as play leaders, who help younger children at breaktimes and lunchtimes.

Staff know pupils and their families well. They support pupils so that they attend regularly and work with families effectively if there are any barriers to attendance.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum has recently been reviewed and a new approach has been implemented, which is already having a positive impact. However, pupils' do not currently achieve as well as they should overall. The school must continue its sharp focus on pedagogical approaches across all subjects and support all pupils in developing the knowledge and skills that they need.

• Staff do not check pupils' understanding across all subjects consistently well. This means pupils have some misconceptions and gaps in their knowledge that are not addressed effectively enough. The school should ensure that assessment identifies what pupils know and that teachers use this information effectively.

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