Beechview Academy

Highlights from Latest Inspection

What is it like to attend this school?

This is a school where pupils truly 'learn, grow and thrive'.

Pupils say that staff know them well. They feel safe and know that if they are worried about anything, there is a member of staff who will listen to them. Most pupils agree that 'this is a kind school, where everyone is welcome'.

Warm and positive relationships with staff are seen in abundance.

The school has high expectations for pupils' education and provides them with a well-constructed curriculum. Although key stage 2 published outcomes in 2024 were not as strong as those achieved by pupils nationally, current pupils are progressing through the curriculum successfully.

Pupils focus wel...l and behave sensibly in lessons. They are proud of their work and of their achievements.

Pupils respect people from different cultures and backgrounds.

They are tolerant of each other and value differing beliefs and opinions, especially when debating. Opportunities to explore themes such as 'sustainable lifestyles' are built into the curriculum, preparing pupils to be citizens of the world.

The school provides many enriching and exciting experiences, which enhance pupils' learning.

Pupils benefit from after-school clubs, such as musical theatre, cooking and sports. They also enjoy going to see the many performances at local secondary schools.

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

Reading is a high priority.

The school takes every opportunity to promote pupils' love of reading. Pupils look forward to reading the wide range of ambitious texts, which are threaded through the curriculum. Skilled staff make sure that pupils access the school's phonics programme as soon as they start Year 3.

They make sure that, where required, staff help pupils to segment and blend sounds so they can read words independently and with accuracy. Staff check pupils' learning in phonics carefully. Any pupils who struggle receive extra help to help them to catch up quickly.

Pupils read books which match the sounds they know. As a result, they learn to read fluently and with comprehension.

The school's curriculum is broad and ambitious.

It sets out the precise knowledge and skills pupils should learn and the order in which they will be taught. The key vocabulary is also well considered. The school is making sure that any historic gaps in how the curriculum is taught are addressed effectively.

This means that pupils' subject knowledge is becoming stronger. For instance, pupils in Year 4 confidently articulate the way in which aerodynamics of a paper plane can be affected by changing a variable.

Staff have strong subject knowledge.

They typically teach the curriculum well. Nevertheless, sometimes the checks staff carry out on pupils' learning do not inform future teaching activities well enough. Where this happens, pupils do not learn and practise the important ideas securely, this can lead to gaps in their understanding.

The school is addressing this.

The needs of pupils with special educational needs and/or disabilities (SEND) are identified quickly. Staff use checks on pupils' learning to support all pupils, including those with SEND.

Overall, this supports pupils to access learning alongside their peers. Clear adaptions are in place to support SEND pupils achieve the full ambition of the curriculum.

Pupils behave well in classrooms and around school.

They engage positively in lessons. Some pupils who have complex behaviour needs are supported with clear strategies and resources. The school provides a range of emotional support for pupils who sometimes struggle in the classroom.

This well-considered approach means that the number of behaviour incidents is reducing. The school monitors pupils' attendance and staff work well to encourage pupils to attend. This is having a positive impact, particularly for the minority of pupils who are persistently absent, whose attendance is beginning to improve.

The school works well to develop pupils' strength of character. It provides many opportunities for pupils to develop their leadership skills. For example, pupils relish taking on a role, such as a school councillor or peer mediator.

Pupils are positive citizens. They take part in community events, such as supporting local food charities. Pupils have a strong understanding of keeping healthy and safe, especially when online.

They know that they are unique and that it is okay to be different.

The school benefits from the support provided by the trust. Staff appreciate the opportunity to work alongside their colleagues in the trust and other schools.

School leaders and the trust are mindful of staff well-being. Staff are proud to work at the school and celebrate its friendly and inclusive culture.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Sometimes, teachers do not check carefully enough what pupils are learning and do not address key gaps well enough. Where this happens, pupils do not secure the important ideas as well as they could. The school should continue to develop its approaches to assessment to ensure all staff are equipped to help pupils learn and achieve well across the curriculum.

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