Beit Shvidler Primary School

Highlights from Latest Inspection

Outcome

Beit Shvidler Primary School has taken effective action to maintain the standards identified at the previous inspection.

What is it like to attend this school?

The school is a happy place. Pupils care about the school and each other. Many pupils hold elected positions of responsibility.

They represent their classmates at meetings with school leaders to share ideas on how to make the school more environmentally friendly.

Pupils regularly volunteer to help improve the school environment. For example, some pupils organised themselves into a team of library monitors.

They take charge of making sure the books in the 'Magical Reading Garden' are well organised and invit...ing for all who want to use it.

Pupils look after each other. Year 6 pupil prefects enthusiastically help other pupils to make friends in the playground and support children in the early years with their learning.

Pupils behave responsibly and respectfully. Pupils are safe here and they feel safe.

The school has high expectations for pupils' academic achievement.

Pupils achieve these expectations regularly. This is reflected in their high attainment in reading, writing and mathematics that are tested and assessed nationally. The school encourages pupils to do their best.

Pupils are enthusiastic about the opportunities to take part in competitions and events with other local schools.

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

The school has a broad and well-organised curriculum in place. Important knowledge and skills are logically sequenced from the early years onwards.

The school helps pupils effectively to remember and build on information learned previously. For example, in the early years, children learn to count and recognise numbers represented in different ways. Pupils build on this knowledge when counting forwards and backwards in multiples of 10 in Year 1 and beyond.

Teaching makes important subject knowledge clear and checks that pupils know and remember it well. If pupils struggle, staff adjust their teaching to help pupils to learn key information effectively. Typically, the school makes effective adaptations to the way subjects are delivered for pupils with special educational needs and/or disabilities (SEND).

Early on, the school recognises if a pupil has SEND. The school utilises the expertise of therapists and other external experts to support pupils and the teaching they receive. This helps pupils with SEND to learn well.

The school's high national assessment results reflect the strong learning and teaching pupils receive.

The school fosters a love of reading and stories from the start. In the Nursery, children listen to stories told to them on the carpet enthusiastically and attentively.

Phonics teaching begins in the Reception Year. Older pupils receive phonics teaching if they need it. If pupils struggle with reading, they receive extra phonics teaching to help them to keep up.

Mostly, pupils gain the knowledge that they need to read and write confidently and fluently. However, at times, the school does not pinpoint specific gaps in pupils' knowledge. When this is the case, it does not focus teaching and support precisely to help pupils catch up quickly.

The governing body and leaders work together to ensure that pupils can learn and are safe. Leaders and the governing body take staff views into account on matters that may impact workload or their well-being. Leaders and the governing body make appropriate decisions and lead the school well.

The school makes expectations about conduct clear. Low-level disruption interrupts learning rarely because pupils remain focused in lessons. Pupils are enthusiastic about school.

The school provides effective support to parents and carers to help pupils attend school regularly and punctually.

The school places high importance on pupils' personal development. This is because it wants pupils to make a positive impact on the world when they get older.

The provision for pupils' personal development is comprehensive. It includes appropriate, well-sequenced content. Pupils learn about cultures and traditions that are different to their own.

They are taught about the importance of treating everyone equally and with respect. Pupils receive age-appropriate teaching about healthy relationships and personal boundaries from the early years onwards. The school makes pupils aware of information that should not be shared when they are online and how to report any concerns that may arise.

The school encourages pupils to consider people's feelings and to help others. Pupils take part in fundraising for national and local charitable organisations regularly. Often, these are selected based on pupils' ideas.

For example, because of pupils' suggestions, the school often raises donations for a local foodbank. The well-attended extra-curricular clubs assist pupils to explore their talents and interests. These include gymnastics, cooking and singing.

With the help of the school, pupils organise some clubs themselves.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Sometimes, the school does not pinpoint specific gaps in pupils' knowledge.

When this is the case, teaching and support is not precisely focused to address them. This means that pupils are not helped to catch up as quickly as they could. The school must ensure that gaps in pupils' knowledge are identified and specifically addressed.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. 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's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection 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 first ungraded inspection since we judged the school to be good for overall effectiveness in March 2019.