The inspection report for Beacon View Primary Academy, conducted on September 27 and 28, 2022, indicates that the school requires improvement in overall effectiveness and the quality of education. However, it is noted that the behavior and attitudes of pupils, personal development, and leadership and management are rated as good. The early years provision is also considered good. The school has made significant strides since its previous inspection, which was rated as good in 2017.
Pupils express enjoyment in attending school and take pride in their institution. They appreciate interactions with visitors, such as authors and mobile farms, which enhance their understanding of the local community. Staff members have established strong relationships with pupils and their families, ensuring that children feel nurtured and cared for from the outset. Parents have reported positive experiences, with one stating that their child looks forward to attending school every day.
The school has seen notable improvements in behavior, with pupils understanding the expectations set by leaders. The values of respect, responsibility, and resilience are integrated into daily school life, and pupils feel safe, knowing that staff address any incidents of unkind behavior promptly. While pupils are enthusiastic about learning and work diligently, leaders acknowledge that they do not always achieve their full potential. Plans are in place to address this, but many initiatives are still in the early stages of implementation.
Leaders have worked hard to improve the school following a period of instability. They emphasize the importance of regular attendance and good behavior, resulting in a transformed school atmosphere. Classrooms are calm, and playtimes are enjoyable. Attendance rates are improving, and the number of suspensions has significantly decreased. Leaders are aware of the necessary steps to enhance pupils' learning and are utilizing the trust's curriculum planning alongside published schemes to structure teaching effectively.
Despite these improvements, historical underachievement in English and mathematics remains a concern. Leaders have clarified curriculum content and provided training for staff to ensure effective teaching and assessment of pupils' learning. However, as these changes are recent, pupils have not yet had sufficient time to catch up on their learning. Teachers are adapting their methods to accommodate this, and the newly appointed special educational needs coordinator is actively supporting staff in identifying and assisting pupils who require additional help.
Reading is a priority for leaders, who aim to foster a love for literature among pupils. While pupils enjoy participating in reading activities, a significant number are not yet reading at the expected level. To address this, a new phonics scheme has been introduced, and staff have received training to implement it effectively. Pupils are now reading books that align with the sounds they are learning, and older pupils needing assistance are receiving targeted support. However, these improvements are still in the early stages and have yet to fully compensate for past weaknesses.
In some subjects, pupils are learning effectively due to established curriculum planning, while in others, recent introductions have led to uncertainty among teachers regarding essential knowledge and skills. This inconsistency affects pupils' learning outcomes. Personal development is a key focus, with leaders planning opportunities for pupils to broaden their experiences through trips to local historical sites and residential trips that foster confidence and social skills.
Professional development for staff is carefully planned, focusing on improving teaching quality to enhance long-term learning outcomes for pupils. Staff feel supported, and there is a collaborative effort between governors and leaders to drive improvements within the school.
The safeguarding arrangements are effective, with leaders prioritizing pupil safety. Staff are well-trained to identify and report concerns, and there is a culture of vigilance and support throughout the school. Leaders maintain strong communication with external agencies to ensure families receive necessary assistance. Pupils are educated on online safety and know how to seek help if needed.
To improve further, the school must ensure that recent curriculum changes in reading, writing, and mathematics are fully embedded, addressing gaps in pupils' knowledge and skills. Additionally, the development of foundation subject leaders is essential to enhance the pace of change and improve pupils' learning experiences.
