Beever Primary School, located on Moorby Street in Oldham, Greater Manchester, underwent an inspection on the 26th and 27th of April 2022. The overall effectiveness of the school was rated as good, reflecting significant improvements since the previous inspection, which had identified the school as requiring improvement. The quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision were all rated as good.
Pupils at Beever Primary School express happiness and a sense of safety within the school environment, attributing this to the care provided by the staff. They demonstrate positive attitudes towards learning and school life, understanding the high expectations set for their behaviour. This understanding contributes to a calm and orderly atmosphere throughout the school, with pupils conducting themselves well during lessons and at break times. When incidents of bullying occur, staff are reported to handle them effectively.
The school has successfully raised expectations for learning, leading to improved outcomes for all pupils, including those who speak English as an additional language and those with special educational needs and disabilities. Pupils are achieving well and retaining knowledge about the subjects they study. The after-school clubs offered are well-received by both parents and pupils, with a focus on sports to promote physical well-being.
Subject leaders have redesigned the curriculum to set higher ambitions for pupil achievement. In most subjects, the curriculum allows pupils to build on prior learning effectively. For instance, early years children learn about growing plants in preparation for future science topics. Teachers utilize assessment information to address gaps in understanding, which helps pupils remember what they have been taught. However, the COVID-19 pandemic has caused delays in the development of a few subjects, where key knowledge has not been clearly defined, impacting pupils' recall in those areas.
Since the last inspection, senior leaders have prioritized the development of reading. Staff receive effective support to ensure the phonics and early reading curriculum is consistently delivered across all year groups. Children in Reception Year quickly learn the necessary sounds to read confidently, establishing a strong foundation for pupils in key stage one, who demonstrate increasing accuracy and fluency in reading. Comprehensive support is in place for pupils who struggle with reading, enabling them to catch up with their peers.
Leaders have established clear systems to identify pupils with special educational needs at the earliest stages. Staff are well-equipped to meet diverse needs, ensuring that pupils with SEND access the same curriculum as their peers. This approach helps all pupils gain the knowledge necessary for success.
Pupils show respect for the beliefs and opinions of others and have opportunities to study various faiths. They understand British values well, with school council elections illustrating democratic principles. The curriculum includes lessons on equality and diversity, preparing pupils for life in modern Britain. Pupils actively contribute to lessons, and their positive attitudes minimize disruptions.
Despite improvements in attendance since the previous inspection, the COVID-19 pandemic has led to a rise in persistent absence among a small minority of pupils, hindering their educational experience. Senior leaders have made significant changes since the last inspection, ensuring that staff feel respected and that their workload is considered.
Governors support leaders in fulfilling their statutory duties but need to challenge leaders more effectively regarding the quality of education. This lack of challenge may hinder further improvements in the school.
The safeguarding arrangements at Beever Primary School are effective. Leaders provide training and updates to foster a culture of vigilance. Staff are well-positioned to identify potential risks to pupils, and collaboration with external agencies ensures that families receive necessary support. Pupils feel comfortable approaching staff with concerns and understand how to stay safe in various situations, including online.
To enhance the school further, leaders must continue to define key knowledge in subjects where it is currently lacking, ensuring that pupils retain essential information. Additionally, efforts to reduce persistent absence should be prioritized to ensure all pupils attend school regularly. Finally, governors should sharpen their accountability measures to challenge leaders effectively and set higher aspirations for pupil achievement.
