Beaford Community Primary & Nursery School

Highlights from Latest Inspection

What is it like to attend this school?

This school sits in the heart of the community. Pupils and families are proud of their school. Pupils agree that the school is a place where everyone is friendly and kind to each other.

Pupils are safe. Staff and pupils build close and caring relationships. Pupils know they have someone to speak to if they are ever worried.

The school has high expectations for all pupils. Despite low outcomes in the 2024 key stage 2 national assessments, pupils' achievements are now improving.

Pupils are provided with a wide range of opportunities to develop confidence and curiosity.

Trips to London, Bristol and South Wales, as part of the curriculum, help pupils und...erstand that they are part of a wider diverse society. Within the school grounds, pupils ride scooters and learn to climb trees safely. Visits from the Royal National Lifeboat Institution help pupils to learn to stay safe when they visit the coast.

Pupils are proud of their roles as school ambassadors. They recognise that they are role models to the younger pupils. As they explain, 'We teach the early years children to be kind.'

Pupils appreciate the range of clubs on offer, such as drama and coding club.

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

Since the previous inspection, the school has experienced a turbulent time with changes in staffing and leadership. However, new leaders have brought stability and clear direction to the school.

They have worked at pace to implement changes to improve the curriculum and fill gaps in pupils' learning. Staff and parents talk positively about these changes. Some of these changes have not yet had an impact on outcomes and are not reflected in the 2024 published outcomes for key stage 2.

The school has a well-sequenced curriculum that builds pupils' knowledge progressively. Children in the Reception class get off to a flying start. The quality of education in the early years is exemplary and children thrive.

There are multiple opportunities for children to use their imagination and learn through play. For example, in the farm role-play area children develop their gross motor skills by transporting hay. They also engage in meaningful conversations with adults that help to develop their language.

Through staff's skilful use of questioning, children are challenged in their thinking and, as a result, develop resilience and an ambition to achieve well from an early age.

The school is quick to identify the needs of pupils with special educational needs and/or disabilities (SEND). The school works closely with parents and carers and outside agencies to ensure pupils with SEND are well supported and access the full curriculum as their peers.

The school makes effective use of the phonics curriculum that ensures pupils have the skills to become fluent readers. Staff have been supported well to develop their expertise in the delivery of the phonics curriculum. Pupils read books to help them practise the sounds they know.

Those pupils who struggle to read are quickly identified and supported to address gaps in their phonics knowledge. As a result, by the end of Year 1, pupils achieve highly in the phonics screening check.

Throughout the school, pupils behave well.

They are polite and kind to one another. Pupils enjoy coming to school and maintain regular attendance.

The school's curriculum is designed to take into account mixed-age classes.

Pupils develop a depth of knowledge across a wide range of subjects. Pupils can talk about what they have learned in the past. For example, they explain the uniqueness of different artists.

Pupils understand why Picasso used different colours to reflect emotions. In other subjects, there are also opportunities for pupils to complete the school's 'dive deeper' activities. However, at times staff do not ensure that learning activities match what pupils know and can do.

Activities are not always adapted well enough to meet the needs of pupils. This means that some pupils complete work that is not ambitious enough.

The provision for pupil's personal development is exemplary.

For example, the curriculum is planned to develop pupils' understanding of the slave trade. Visits to Bristol help pupils learn how the legacy of slavery had an impact on this city. Visitors to the school involve direct descendants of slaves.

Pupils have a deep understanding of fundamental British values. Opportunities to vote within school help pupils develop an understanding of democracy. Through video calls with their link school in India, pupils share celebrations, such as Christmas and Diwali.

This helps build pupils' understanding of different countries and cultures.

Governors and trustees are highly committed to the success of the school. Staff appreciate the support of school leaders.

They say that their workload and well-being are considered when decisions are made.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Learning activities are not always adapted well enough to meet the needs of pupils.

Some pupils complete work that is not ambitious enough. When this occurs, pupils do not progress as well as they could through the curriculum. The trust should ensure that staff employ ambitious learning activities that enable pupils to achieve as well as they can.