Ofsted conducted a short inspection of Beeford Church of England Voluntary Controlled Primary School on 7 June 2019, following its previous judgment of good in April 2015. The inspection confirmed that the school continues to maintain its good status. The leadership team has effectively upheld the quality of education, fostering a united and professional staff environment with high morale. All staff who participated in the survey expressed strong agreement regarding their enjoyment of working at the school.
The headteacher, Mrs. Michelle Bell, has demonstrated skill in identifying and nurturing potential among staff at all levels. Many staff members have advanced their careers under her leadership, with several teaching assistants achieving qualified teacher status. Additionally, newly qualified teachers have developed into competent middle leaders, benefiting from shared expertise within the federation of schools. The governing body plays a crucial role in providing effective challenge and support, managing the school’s finances wisely, and investing in the development of the school grounds, which enhances the learning environment.
The school’s outdoor facilities contribute significantly to pupils’ scientific knowledge and love of reading. Activities such as pond dipping and hatching quail chicks engage students and enrich their learning experiences. Parents have expressed satisfaction with the school, highlighting its nurturing environment and the positive impact it has on their children.
The inspection noted that previous recommendations to enhance writing and mathematical skills across the curriculum have been successfully addressed. The school has also improved the challenge for the most able pupils, particularly in writing and mathematics, leading to a rising trend in the proportion of pupils achieving higher standards. The school acknowledges the need to ensure that current pupils receive equally challenging work in wider curriculum subjects.
Safeguarding measures at the school are effective, with the designated safeguarding officer being well-qualified and experienced. The officer’s expertise has been recognized by local children’s services, and parents have expressed confidence in the school’s arrangements for keeping pupils safe. The safeguarding governor, a general practitioner, utilizes her knowledge to challenge leaders on health and well-being matters, particularly for pupils with special educational needs and disabilities.
The inspection also focused on the early years provision, which was found to be good. Strong partnerships with the children’s centre and effective relationships with parents ensure that children make good progress from their starting points. Staff are well-qualified and adapt teaching to meet the varying needs of children, providing support for those with speech and language difficulties. The outdoor learning area is well-resourced, and adults effectively question children to enhance their learning.
The early years leader is experienced and is taking steps to further improve provision, aiming to increase the proportion of children reaching and exceeding a good level of development by the end of Reception Year. Recent changes to the teaching of mathematics have introduced new resources that challenge all pupils, with evidence showing that the most able find their work suitably demanding.
Pupils demonstrate confidence and articulate their thoughts well, particularly in English and mathematics. They enjoy a wider range of reading materials, which stimulate their writing. The local authority has verified the accuracy of teachers’ assessment judgments in writing, confirming that pupils are achieving at high standards.
While there is evidence of high levels of challenge in English and mathematics, the inspection found insufficient evidence of this consistency across the wider curriculum. Leaders are aware of this and have plans to address it in the upcoming school year. Support for pupils with special educational needs is effective, but leaders need to monitor the implementation of additional plans more closely to ensure that milestones are met.
In summary, the school is performing well, with effective leadership, a supportive environment, and a commitment to continuous improvement. The next steps involve further developing the wider curriculum to ensure adequate challenge for the most able pupils and closely monitoring the implementation of support plans for pupils with additional needs.