Viscount Beaumont’s Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are incredibly proud of their school. As one pupil said, 'It's small but mighty.'



The school's expectations of pupils are clear and well understood, 'All can participate, all can enjoy, and all can achieve.' Pupils understand these expectations and strive to live up to them. They talk about these aims with gusto.

Relationships are positive. As one pupil commented: 'Everyone knows each other. We like being together and learning together.'



Pupils' behaviour is exemplary. They are highly courteous and well mannered. They do their best to 'be a star, first time, every time, everywhere, everyone'.

This is borne out in lessons,... where pupils are highly attentive and work hard. Around school, they are proud of their 'fantastic walking'. The 'STEP' acronym reminds them of what constitutes good manners.

They use it well.

Pupils are prepared well for life in modern Britain. They know that everyone must be treated equally, even if their views differ from their own.

They say that everyone is welcome at their school, regardless of background, religion or belief. Older pupils know the full range of protected characteristics and what these mean in law.

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

Teaching pupils to read sits at the heart of the curriculum.

Reading is prioritised. The school's reading curriculum is well planned and sequenced. It sets out which aspects of reading pupils are expected to master at each stage of their education.

Over time, pupils develop a love of reading. They are motivated by the rewards on offer for reading regularly. They especially enjoy taking home a book bag to share, which comes with hot chocolate and biscuits.

The school's phonics curriculum is changing. The move from one programme to another has been carefully planned. Both programmes in use are taught with fidelity as part of the transition.

Staff have been well trained to teach phonics. Overall, books are closely matched to the sounds that pupils know. As a result, pupils soon become fluent readers.

The rest of the school's curriculum is well organised. It sets out the precise content that pupils are expected to know and remember as they progress through the school. Content builds systematically on what has gone before.

It prepares pupils well for what they will learn next. Teachers plan engaging lessons that are closely matched to the aims of the curriculum. In the majority of cases, pupils remember what they have learned.

For example, in geography, pupils talk knowledgeably about renewable and non-renewable sources of energy. They know which countries are global leaders in sustainability. However, in a small number of subjects, pupils' recall is less secure.

In these subjects, pupils struggle to remember some of the basic facts that have been taught.

Pupils with special educational needs and/or disabilities (SEND) receive well-tailored support. The school ensures that these pupils' needs are accurately understood.

In lessons, staff make the necessary adjustments to ensure that the curriculum is learned. Pupils make good use of the extra resources and equipment that staff provide.

Children get off to a strong start in the early years.

The curriculum is expertly planned and sequenced. It is ambitious. It takes full account of children's different starting points.

Staff in the early years support children's learning well. They know when to step in and when to step back. Children's recall of the curriculum is impressive.

They are able to talk about the wide range of books that they have read. They can identify titles, authors and illustrators. They recall their work on growing with ease.

One child talked confidently about how babies grow to toddlers, then children, then teenagers, to adults and to older people. Children are well prepared for what they will go on to learn in key stage 1 and beyond.

The school's personal development offer is rich and broad.

Pupils benefit from experiences and opportunities at each stage of their journey through school. This is well sequenced. It builds incrementally.

Pupils learn how to become active and responsible citizens. They learn about the wide range of beliefs and cultures that make up modern Britain. The school provides opportunities for pupils to work with pupils from other settings and communities.

The school is well led and managed. Leaders at all levels understand their roles and responsibilities. Some leadership responsibilities are shared with another school in the trust.

This means that this small school has good capacity for continued improvement.

Staff, pupils and parents are unanimously positive about 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 a small number of subjects, pupils do not remember what they have learned as well as they should. This means that their knowledge does not build consistently over time. Leaders should ensure that all pupils, across all subjects, consistently know and remember curriculum content.

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