Beswick and Watton CofE (VC) School, located in Driffield, has recently undergone an inspection that highlighted its overall effectiveness as good. The inspection took place on April 30 and May 1, 2024, and the school has maintained its good rating since the previous inspection in May 2022. The quality of education, behavior and attitudes, personal development, and leadership and management were all rated as good, while the early years provision received an outstanding rating.
Pupils at the school feel safe and enjoy their learning experience, benefiting from a nurturing environment that fosters a family-like atmosphere. The school emphasizes its Christian values, which are recognized and appreciated by both pupils and parents. The school prepares its students well for the next stages of their education, equipping them with valuable life skills. For instance, pupils take on roles such as lunchtime monitors and reading buddies, which help them develop a sense of responsibility and community. The focus on emotional well-being enables pupils to learn resilience and encourages them to support one another in overcoming challenges.
Since the last inspection, the school has made significant strides in improving its curriculum. New assessment systems have been implemented, and despite the small size of the school, pupils achieve positive outcomes by the end of their time there. The early years provision is particularly strong, with children starting their educational journey exceptionally well. However, there is a need for continued efforts to ensure that the rapid progress made in Reception is sustained as pupils move into subsequent years.
The curriculum in foundation subjects has been prioritized and is now well-organized and sequenced, designed to be ambitious for all pupils. Leaders, including governors, actively seek improvement by collaborating with the wider federation and local authority. Although a comprehensive assessment system is in place, it is acknowledged that it is not yet fully embedded across all subjects.
In the early years, children flourish and achieve well, demonstrating kindness, respect, and eagerness to learn. They begin phonics as soon as they start school, which helps them develop their reading and writing skills effectively. The mathematics curriculum is equally ambitious, with teachers providing clear explanations and modeling vocabulary, enabling children to confidently describe calculations.
The school has high expectations for pupils with special educational needs and/or disabilities (SEND). Staff work closely with parents and various agencies to ensure that these pupils receive the necessary support, allowing them to learn the same curriculum as their peers. The delivery of lessons in mixed-age classes is a notable strength, particularly in core subjects like English and mathematics. However, there are instances where independent work in subjects like history does not align with curriculum expectations, which can hinder learning.
Pupils generally exhibit positive attitudes towards their learning and behave well in lessons. This positive behavior is evident from the early years, where children demonstrate high levels of independence and respect for others. The school environment is calm and conducive to learning, although some pupils show less enthusiasm for certain subjects, such as history and reading.
Leaders prioritize the broader development of pupils, encouraging them to engage in activities that foster character development, such as planning school fairs and learning about budgeting. Pupils are taught about fundamental British values and engage in discussions that promote understanding of democracy and the importance of having a voice.
Governors provide steadfast support for the school, sharing the leaders' vision for ambition and ensuring that the school's values are upheld. They understand their roles well and effectively challenge the school to maintain high standards. The school considers staff workload and well-being when implementing changes, which contributes to a supportive environment for staff.
The safeguarding arrangements at the school are effective, ensuring that pupils are protected and their welfare is prioritized. However, there are areas for improvement, particularly in the consistency of assessment processes and the alignment of learning activities with curriculum ambitions. The school is encouraged to continue developing these areas to enhance the educational experience for all pupils.
