Beeford Church of England Voluntary Controlled Primary School

Highlights from Latest Inspection

Outcome

Beeford Church of England Voluntary Controlled Primary School has taken effective action to maintain the standards identified at the previous inspection.

What is it like to attend this school?

Pupils are well known by staff, well-cared for and contribute well to school. They know they are valued and say, 'School helps us to express ourselves and be who we want to be.'



Pupils have a very strong sense of equality and fairness. They say, 'Everyone has a right to be themselves and be respected.' Pupils understand that additional support is necessary for some people to have the same opportunities as everyone else and be successful in school and society.

Pupils flouri...sh at school and behave very well. The school is a calm and orderly environment that is well looked after. Bullying is rare.

The school does not tolerate it. Pupils know that if they are worried, staff will help them. They have great trust in staff.

The school has high expectations of all pupils. Pupils work hard and are well supported by staff. They say learning is 'fun'.

Consequently, pupils' attendance is high.

The large majority of parents and carers are overwhelmingly positive about the school. They told inspectors that staff are 'amazing', that their children thrive at school and that the school contributes significantly to the community.

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

The school has a well-thought-out curriculum that meets the needs of its pupils. The reading programme and the mathematics curriculum are strengths of the school. Pupils build on previous learning and secure a deep body of knowledge in these subjects.

The school has developed new curriculums in some subjects. Overall, these are working well, and pupils' knowledge is improving. However, pupils' learning over time is not remembered as well as their current learning in some subjects.

This means that sometimes pupils do not learn as well as they could. The new writing curriculum helps pupils to structure sentences and use appropriate grammar, punctuation and spelling. However, it lacks opportunities for pupils to write at length and express themselves fully.

Reading is at the heart of the school. The school makes reading and phonics fundamental to unlocking the curriculum for pupils. Well-trained staff deliver the phonics and reading programmes extremely well.

Pupils who find reading and phonics more difficult get expert support to catch up quickly. Early years children enjoy learning phonics. Staff match books and video clips precisely to the sounds children know.

Pupils become confident, fluent readers. They say they enjoy reading and visits from authors.

Pupils with special educational needs and/or disabilities (SEND) are supported skilfully in class.

Staff make appropriate adjustments to make sure pupils with SEND are on the same learning journey as their peers. Parents are appreciative of the ways in which the needs of pupils with SEND are met. As a result of the strong support for pupils with SEND, their attendance is high.

In early years, school routines are established right from the time children start in Nursery. Children sustain high levels of concentration. They cooperate well with each other and listen carefully.

The curriculum is planned carefully to ensure children in Reception are ready for learning in Year 1. The curriculum is enriched using visits and visitors. For example, children enjoy meeting local police officers and visiting a farm to collect apples and make apple juice.

Older pupils contribute to the life of the school by playing with children in early years at lunchtime.

Pupils learn in an environment where there is respect for all. They develop a keen awareness of the importance of fundamental British values.

Pupils learn about ways that people can be different and the importance of respecting these differences. They have a deep understanding of the various cultures and faiths that make up life in modern Britain. Pupils take on a wide range of roles, such as school librarians, play leaders, fairtrade committee members and school councillors.

They contribute to charities and organise coffee mornings for the local community. Pupils are excellent ambassadors for their school.

Governors use their expertise to provide the school with appropriate support and challenge.

They are highly committed to the success of every pupil and check on the school's work to achieve this ambition. Staff are appreciative of the work leaders do to reduce their workload. They value the high-quality professional development that is shared with the other school in the federation.

Staff are proud to be members of the school. Pastoral care is a strength for both staff and pupils.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In the wider curriculum, the school has not outlined in sufficient detail the knowledge it wants pupils to learn or how this will build over time. Therefore, pupils do not remember some key aspects of the curriculum. The school should ensure that the most important knowledge and how pupils should acquire it are carefully considered in every subject.

• The curriculum for writing is not providing sufficient opportunities for pupils to write at length. Consequently, pupils are not able to develop their ideas fully when writing. The school should make sure the English curriculum for writing and the wider curriculum provides opportunities for pupils to write at length and express themselves fully.

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 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 second ungraded inspection since we judged the school to be good for overall effectiveness in April 2015.