Beswick and Watton CofE (VC) School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils feel safe and enjoy learning at this inclusive school. Pupils benefit from the nurturing, family feel that staff have created.

Pupils talk confidently about the school's Christian values. Parents recognise the work that the school does to ensure that pupils are ready for the next stage of their education.

Pupils develop valuable life skills that will help them to become active citizens.

They act as lunchtime monitors, setting and clearing tables. Pupils become reading buddies and read stories to younger children. Through the school's focus on emotional well-being, pupils learn how to be resilient and ready to learn.

They thrive in the mixed-ag...e classes. Pupils support each other to persevere with challenges.

Since the previous inspection, the school has worked hard to improve the curriculum.

There are new assessment systems in place. The proportion of pupils in different year groups in this very small school varies from year to year. Pupils achieve positive outcomes by the end of their time in school.

They are well prepared for their next steps. Children begin this journey exceptionally well in the early years, However, there is further work to be done to ensure that rapid rates of progress are maintained beyond Reception.

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

The school has prioritised the development of the curriculum in the foundation subjects.

These are now organised well. There is a well-sequenced curriculum in place that is designed to be ambitious for all pupils in the mixed-age classes. Pupils build their knowledge over time.

The curriculum begins well in the early years. Leaders, including governors, are outward looking. They work closely with the wider federation and local authority to prioritise school improvement activities.

The school now has a comprehensive assessment system in place. However, leaders recognise that this is not fully embedded.

Children flourish in the early years.

They achieve extremely well. Adults use the school's values of love, laugh, live, and learn to help the children to be exceptionally kind, respectful, and eager to learn. Children show well-developed skills of sharing and cooperation.

Children begin phonics as soon as they start school. They learn new words well and confidently use this in their writing. Books that pupils read match the sounds they learn.

This helps them to gain confidence. Staff benefit from the training they receive to teach phonics and reading well. They check on pupils' phonic knowledge skilfully and quickly identify those who need help.

If pupils fall behind, they receive the support they need to catch up quickly.

The mathematics curriculum is equally ambitious. Teachers routinely review previous learning.

They expertly provide clear explanations and model vocabulary. This means, for example, that children in the early years can confidently describe different calculations for numbers up to 10.

The school has high expectations for pupils with special educational needs and/or disabilities (SEND).

Staff work with parents and a range of agencies to ensure that pupils receive the help they need. Staff match pupils' support plans to their needs well and review these regularly. As a result, pupils with SEND learn the same curriculum as their peers.

Teachers' skilful delivery of lessons in the mixed-age classes is a strength of the school, especially in core subjects, such as English and mathematics. In history, older pupils learn about Anglo Saxons and younger pupils learn about toys old and new. However, the independent work that is set for pupils in subjects, such as history, sometimes does not match the curriculum expectations.

When this happens, pupils do not learn as much as they could.

Pupils' attitudes to their learning are positive. They behave well in lessons.

This begins in the early years. Children listen carefully, take turns, and show high levels of independence. The environment in classrooms and around the school is calm and productive.

Pupils show high levels of respect to each other and to adults. However, some pupils are less enthusiastic about aspects of their learning, for example, when talking about their history topics and opportunities for reading.

Leaders prioritise the wider development of pupils.

Pupils develop their sense of character when planning the school fairs. The school teaches pupils about budgeting and the value of money. Pupils talk about the fundamental British values, such as the rule of law and democracy.

They debate questions in collective worship. This helps them to understand why it is important for everyone to have their say.

Governors' support of the school is steadfast.

They share leaders' vision of ambition for all. Governors understand their roles well and bring a range of experiences to their work with the school. They challenge the school effectively and ensure that its vision and values are prioritised.

The school considers staff workload and well-being when making changes, recognising the multiple responsibilities of staff in small schools. As a result, staff feel valued and supported well.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Assessment systems in some subjects are new. Consequently, teachers do not always know what pupils have understood before moving learning on. The school should continue to develop processes to identify and address any gaps in pupils' knowledge, ensuring staff apply these processes consistently well.

• In some subjects, the learning activities chosen do not match the ambition of the curriculum. As a result, pupils are not learning as much or as deeply as they could. The school should ensure that they support teachers to provide activities that focus on the essential knowledge and skills that pupils need to develop in all subjects.