North Beckton Primary School

Highlights from Latest Inspection

What is it like to attend this school?

This is a school that lives up to its vision: 'we all belong'. Staff know every pupil well. Pupils said they enjoy coming to school and that adults keep them safe.

They described adults as 'helpful' and 'kind'. They explained that they can always go to a trusted adult if they are ever worried about something.

The school has high expectations for what pupils should achieve.

Pupils work hard and concentrate on their learning. They achieve well in their studies and are proud to contribute to the life of the school. As one pupil commented, they enjoy being a reading ambassador 'to spread the love of reading throughout the school'.

Pupils behave well in l...essons and around the school. They walk around sensibly and show good manners to each other. Pupils enjoy playing with their friends in the playground.

Older pupils take on responsibility for younger pupils. They help them to play games fairly and follow rules. Pupils said that there are occasional incidents of poor behaviour, but these are always sorted out by adults.

Most parents and carers are very positive about all the changes that have been made to the school. They said that leaders communicate well and listen to any concerns that they may have.

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

The school prioritises making sure that pupils learn and achieve successfully.

Leaders have made sure that there is an ambitious curriculum in all subjects. This helps pupils to build their knowledge and skills over time. In computing, for example, pupils used their knowledge of presentation software to gather, organise and present information about the population and climate of different countries.

The curriculum identifies the long-term goals for pupils' learning and the steps that pupils need to take to reach these goals. However, in some instances, the subject-specific vocabulary that pupils need is not identified and taught with precision in Years 1 to 6. Although pupils learn new knowledge, at times, they find it hard to articulate their understanding confidently.

For example, in mathematics, pupils identify 3D shapes correctly. However, they struggle to recall mathematical language, such as 'faces' and 'vertices', to describe these shapes with accuracy.

Teachers have good subject knowledge.

They give clear explanations so that pupils understand what they are learning. Teachers also check that pupils have a good understanding of what they have learned. They give pupils extra help where they need it.

In a small number of subjects, the school is less clear about pupils' prior knowledge. Therefore, in Years 1 to 6, some aspects of teaching do not build consistently on what pupils already know.

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

The school identifies and meets their needs, including through well-chosen adaptations in lessons. For example, in physical education (PE), pupils use visual aids to help them remember key movements and follow routines.

Children learn to love reading from the moment they start school.

In early years they listen to a rich range of rhymes, songs and stories. They have lots of books to choose from. Pupils in all year groups enjoy story time every day and regular visits to the library.

The school has set out a clear approach to teaching reading. Staff are well trained in how to teach phonics and, as a result, follow the phonics programme consistently. Staff make sure that pupils apply their phonics knowledge with fluency, and grow in confidence when reading unfamiliar words.

They provide support quickly when pupils are struggling. Pupils also learn what it means to be a fluent reader. As one pupil commented, 'It means reading as confidently as when I talk to you in a conversation.'



Children get off to an excellent start in early years. They settle quickly and develop warm relationships with adults and with each other. They concentrate for long periods of time and enjoy their learning.

The way the curriculum is designed and taught prepares children exceptionally well for learning further up the school.

Pupils are keen to learn. They typically behave well and work hard in lessons.

Where a small number of pupils struggle with behaviour, adults help them to stay calm and return to their work quickly. Working together with parents, the school takes effective, well-targeted actions to improve pupils' attendance.

Pupils enjoy lots of experiences in and out of school.

This includes trips to the Tate Modern and British Museum. They learn about those from different faiths and cultures, including visiting different places of worship. The school uses local woodland areas to promote pupils' awareness of and interest in nature and the wider world.

The trust and governing body know the strengths and weaknesses of the school well. This helps to ensure that leaders have the resources they need to improve the school and give pupils the best possible quality education.

Staff feel well supported.

They said that leaders try hard to make sure workload is manageable. Staff are proud to work at 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)

• In Years 1 to 6, subject-specific vocabulary is not consistently and systematically identified and taught over time to support pupils to embed their understanding. At times, this affects how securely and precisely pupils can articulate what they know. The trust should ensure that the important words that pupils need to know to support their learning in a subject are clearly defined and given sufficient emphasis in the teaching of all subjects.

• In a small number of subjects, the school does not have a sufficiently clear picture of how well pupils have learned the curriculum over time. This means that, in some instances, teaching is not adjusted precisely to target any gaps in pupils' knowledge. The trust should make sure that, across the curriculum, checks on learning contribute effectively to the school's work to ensure pupils develop a secure understanding in all subjects.