Beeston Fields Flying High Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Beeston Fields Flying High Academy thrive in an aspirational and nurturing environment.

They benefit from an exceptional quality of education. The school is ambitious for all pupils. It ensures that every pupil receives the support they need to succeed.

This inclusive approach is embedded in the school's ethos. As a result, pupils achieve well.

Relationships are at the heart of the school's work.

Staff know pupils and their families incredibly well. Pupils feel safe and well cared for. They enjoy coming to school.

Pupils consistently demonstrate positive attitudes towards their learning. They speak with pride about their own achiev...ements and celebrate the successes of their peers. Pupils share, 'We are all respectful and kind to each other here.'



Behaviour is exemplary. The school has established clear routines and upholds consistently high expectations. As a result, both lessons and social times are calm and purposeful.

Pupils are polite and friendly. They are highly motivated.

The school fosters a strong sense of belonging.

Pupils are encouraged to take on leadership roles. These include as subject champions, school councillors or being part of the school's site maintenance team. These experiences help pupils to develop confidence and responsibility.

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

The early years provision provides children with an excellent start to their education. Staff are highly skilled in supporting children's learning through high-quality spoken interactions. They model language and conversation for children, which children then use independently.

Children follow their own interests and learn through play. Adults ask questions or make observations to prompt children's thinking. The environment provides children with visual prompts which support their independent learning.

Children are extremely well prepared for key stage 1.

There is an ambitious reading culture. Children start their reading journey in the early years.

Language and reading are celebrated everywhere in the environment. 'Spotlight authors' introduce pupils to a range of different text types. Reading areas in classrooms suggest similar reads with the prompt, 'If you like this book, you may like…'.

This is one of many effective strategies which successfully develop pupils' love of reading. Teachers read to pupils daily. The books they read are carefully chosen to expose pupils to a range of diverse cultures, themes and authors.

The curriculum is aspirational. In some areas, it exceeds the expectations of the national curriculum. The school prides itself on the mantra 'consistency is comfort'.

Teachers consistently present information clearly. They regularly check whether pupils have understood new content. When misconceptions do arise, content is always revisited.

This supports pupils to know and remember more of the curriculum. Pupils can talk about their learning with confidence and explain how it links to what they have learned before. Pupils have mature attitudes towards their learning.

They approach all tasks with determination to do their absolute best. A number of the school's key stage 2 published outcomes are significantly above the national average.

The school's arrangements for identifying, assessing and meeting the needs of pupils with special educational needs and/or disabilities (SEND) are highly effective.

A variety of suitable adaptations are made to the curriculum to allow pupils with SEND to better access their learning. The school's nurture provision provides therapeutic care and support for pupils with social, emotional and mental health needs. Pupils receive expert support to ensure that they are well prepared to learn and take a full part in school life.

Pupils with SEND achieve very well because of the effective support arrangements and expert teaching that is in place.

The school's personal development offer makes a significant contribution to pupils' character development. The school's culture prepares pupils to take part in both their lessons and social times.

Pupils develop resilience because making mistakes is universally viewed as developmental. Pupils have a mature knowledge of British values and the characteristics that make people different. This is because these elements are a regular aspect of the school's work.

They are covered in lessons, assemblies, wall displays and spoken interactions. Pupils can explain in detail why discrimination of any nature should not be tolerated.

The school is exceptionally well led and managed.

There are clear lines of communication between the trust board, the governing body and school leaders. Staff are incredibly proud to work at the school and serve their community. Leaders consider staff workload in all decision making.

As a result, staff feel their well-being is considered. Staff speak highly of the training opportunities they access. They particularly value the chance to network with other professionals across the partnership.

These opportunities have a highly positive impact on the quality of teaching. Leaders from the school, work across the trust, sharing their expertise and supporting others.

Safeguarding

The arrangements for safeguarding are effective.

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