Bean Primary School

Highlights from Latest Inspection

Outcome

Bean Primary School has taken effective action to maintain the standards identified at the previous inspection.

What is it like to attend this school?

This is a happy, inclusive and welcoming school where all pupils are valued and supported. There is a positive culture built on a shared commitment that pupils, including those with special educational needs and/or disabilities (SEND), have the right to 'Be the Best You Can Be'.

This is demonstrated in every aspect of school life. Pupils respond well to meet the school's high expectations for their learning and personal achievements, whatever their starting points.

Pupils enjoy coming to school.

They develop as well...-rounded, confident individuals who enjoy learning. A parent, expressing views shared by others, praised the way the school supports pupils academically and 'nurtures their personal development, confidence, and social skills'.

Pupils' well-being is paramount.

Staff know all the pupils very well. There are trusting and warm relationships with staff that mean pupils know they are safe and well cared for. They know there are always adults who can help them if they have any worries or concerns.

Pupils are happy, friendly, polite and kind. They look out for and care for each other. Pupils behave extremely well in lessons and around the school.

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

Leaders have successfully developed the curriculum to ensure that the essential skills, knowledge and vocabulary that pupils need to learn are clearly sequenced in all subjects. Pupils build their knowledge securely over time and are ready for the next stage of their education. Appropriate adaptations and skilled support ensure that all pupils, including those with SEND, have equal opportunities to learn well and access the curriculum.

Leaders have well-judged actions underway to ensure that the ambitious and well-designed curriculum is fully embedded and delivered highly effectively across all subjects, building on, for example, the successful work in mathematics. While pupils currently achieve well overall, they could learn even more deeply.

Teachers explain ideas clearly and deliver interesting lessons that spark pupils' curiosity and imagination.

They are skilled at helping pupils to build on what they know and make connections across their learning. Children get a very positive start to school in the Reception Year and are prepared well to continue learning in Year 1.

A love of reading is promoted across the school.

Children in the Reception Year experience stories, rhymes and songs, and enjoy books. Staff deliver the phonics programme with expertise. Children rapidly learn the sounds that letters make and use this well in their early reading and writing.

Pupils read books that are matched to the sounds they know. Those who find reading difficult are quickly identified and supported, helping them to keep up. Pupils are encouraged to read widely and often and develop as confident, fluent readers.

Pupils have extremely positive attitudes to learning. Lessons are purposeful and there is a calm, supportive and joyful ethos throughout the school. Staff provide prompt support for the few pupils who find it difficult to manage their own emotions and behaviour.

They are helped to quickly refocus on their learning in appropriate ways. Most pupils attend regularly. Leaders work with determination to identify barriers to pupils' attendance and provide support to pupils and their families.

The values of the school are deeply embedded in its culture. Pupils are exceptionally respectful of each other and adults. They accept differences in others.

Pupils learn to listen to and respect the opinions of others, even if they disagree with them. They make an active and positive contribution to the school and wider community. Pupils develop as confident, resilient, independent individuals.

They learn skills that set them up well for life and have strong moral values and social skills. They are very well prepared for the future as thoughtful, well-rounded citizens.

The school provides pupils with a rich range of activities beyond the academic.

Pupils enjoy many educational trips and visitors to school. These help to bring learning to life and further enrich pupils' cultural, social and spiritual development. Pupils enjoy lots of sporting activities and the arts, which have a very high profile in the school.

The concentration, determination and skill which all Year 4 pupils demonstrate when playing the violin is very impressive.

Leaders, including governors, ensure that all actions they take are in the very best interests of the pupils. The staff are a strong, supportive team who are proud and happy to work at the school.

They appreciate leaders' consideration of their workload and well-being. Parents and carers are very supportive of the school and what it offers for their children.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• At times, the ambitious and well-structured curriculum across subjects could be implemented even more effectively. This means that, on occasion, pupils do not achieve as highly as they could or achieve the depth of learning that they are capable of. The school should continue with its plans for pupils to achieve their very best in all subjects.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in November 2019.