Co-op Academy Beckfield

Highlights from Latest Inspection

What is it like to attend this school?

Pupils learn in a safe, inclusive and aspirational environment. The school has high expectations for pupils' achievement and behaviour. An increasing number of pupils meet these expectations.

Pupils enjoy coming to school. This is reflected in their improving attendance. The school has thought carefully about how it encourages and promotes regular attendance.

Leaders are determined to prepare pupils well for life beyond the school. In addition to an ambitious curriculum, the school has a well-thought-out careers programme. Pupils have opportunities to meet visitors from a range of different professions.

The programme inspires pupils to try their best so that ...they can pursue their career aspirations later in life.

Pupils are confident and happy. Pupils are keen to share their learning with visitors.

Children in the early years interact well with each other. They play cooperatively and share the resources that are available to them. Older pupils talk about how it is a 'bully free school'.

They recognise that, while bullying may have been an issue in the past, it very rarely happens now. Incidents of poor behaviour have significantly reduced over time. The school environment is calm and orderly.

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

Since the last inspection, the school has developed ambitious curriculums for all subjects. Published outcomes show that pupils' achievement is improving. Leaders consider how the curriculum for each subject begins in the early years.

Children in the early years make a strong start to their education. The environment is carefully designed to provide a wide range of learning opportunities. There is a sharp focus on teaching children how to communicate with others and manage their feelings.

This helps children to get on well with each other. They are well mannered.

Teachers demonstrate secure subject knowledge.

In most subjects, they regularly check what pupils know and remember. This helps them to identify and close gaps in pupils' knowledge. However, in some subjects such as personal, social and health education (PSHE) and religious education (RE), teachers do not make these checks.

This means that some pupils develop gaps in their knowledge without their teachers knowing. This hinders pupils in building knowledge securely over time in these subjects.

The school is determined for all pupils to become competent, fluent readers.

All staff are trained in how to teach the phonics programme. They do this effectively. This means that few pupils move into key stage 2 unable to read.

The school quickly identifies pupils who are struggling with learning to read. Skilled staff support them to catch up with their peers. The school has reviewed its approach to the teaching of reading for older pupils.

This is having a positive impact on pupils' engagement in, and enjoyment of, reading. In the early years, children join in with songs and nursery rhymes enthusiastically. They listen carefully during story time sessions and enjoy looking at books.

The school trains staff in how to identify and support pupils with special educational needs and/or disabilities (SEND). Staff understand the needs of these pupils well. Typically, teachers make appropriate adaptations to their delivery of the curriculum for pupils with SEND.

As a result, pupils access learning successfully alongside their peers. However, sometimes it is hard to measure whether pupils are achieving the targets set. Some of the ways the school is trying to measure pupils' success against their targets are not practical.

Pupils understand the importance of treating everyone equally and with respect. Most staff use the behaviour policy consistently. Pupils are clear about the rewards and consequences that they might receive.

They behave well in lessons.

Pupils learn about a range of different faiths and visit places of worship. This helps them to develop respect and tolerance for those with different beliefs.

The school is working towards an anti-racism award with a local university. Incidents of racist behaviour have reduced significantly since the last inspection. The school provides some opportunities for pupils to develop their talents and interests.

Pupils can attend extra-curricular clubs. They can also take part in school performances and poetry recitals.

Leaders have brought about rapid improvement since the last inspection.

For example, their work to improve attendance is having a positive impact. There is a strong team approach in the school. The trust provides effective support and training to leaders and staff.

Staff feel valued and are proud to work at the school. The trust has recently implemented a new approach to local governance. The school now has an academy community council.

The trust has trained community council members in the new approach. Community council members are well-equipped to support and challenge the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some of the ways in which the school is trying to measure the progress of pupils with SEND are not practical. It is difficult for staff to know whether pupils are achieving the targets set. The school should work to improve its process for monitoring the effectiveness of provision for pupils with SEND.

• The school does not ensure that staff check whether pupils are remembering what they have been taught in a small number of subjects. Consequently, pupils find it difficult to articulate their learning in these subjects and have gaps in their knowledge. The school should support staff to use assessment strategies effectively to accurately identify where pupils may need to revisit previous learning.