Beechcroft St Paul’s CofE Primary School, located in Weymouth, Dorset, was inspected on 20 and 21 February 2024. The overall effectiveness of the school is rated as requiring improvement, which reflects the need for ongoing development in several key areas. The quality of education, behavior and attitudes, leadership and management, and early years provision all received the same rating of requiring improvement. However, personal development was rated as good, indicating that the school provides valuable opportunities for students to grow beyond the academic curriculum.
The headteacher, Cath Crossley, leads the school, which is part of the Diocese of Salisbury Academy Trust. This trust structure means that the school is supported by a wider governance framework, overseen by CEO Mark Lacey and a board of trustees chaired by Rosemary Tong. The school has made efforts to enhance the curriculum since the last inspection, focusing on high expectations for all pupils. While these changes are beginning to show positive effects, the curriculum still does not adequately support pupils in building their knowledge across all subjects.
The school emphasizes the importance of nurturing relationships between staff and pupils, creating an inclusive environment conducive to learning. Pupils are familiar with the school’s motto, “Soaring with compassion,” which reflects the ethos of the institution. Attendance has been a focus area, with the school implementing regular monitoring and support for families to improve overall attendance rates. This effort is crucial for ensuring that pupils can fully engage with the curriculum.
Pupils’ personal development is a notable strength of the school, with a variety of clubs, trips, and visitors enriching their experiences. Participation in sports competitions is encouraged, and the school thoughtfully integrates cultural and diversity education into its curriculum. However, despite these strengths, the school faces challenges in ensuring that all pupils receive the necessary support to succeed academically, particularly in reading.
The curriculum has been designed to be ambitious, with essential knowledge clearly identified. For instance, key concepts in art have been established to help pupils revisit and build their understanding over time. While there are early signs of improvement in pupil progress, some curriculum enhancements are not yet fully embedded, leading to gaps in knowledge retention across subjects, including reading.
The school promotes a culture of reading, introducing pupils to a diverse range of texts from the outset. However, some pupils struggle to grasp the fundamentals of reading, and gaps in their phonics knowledge are not addressed promptly. This delay affects their ability to become confident and fluent readers. Additionally, younger pupils who face challenges in reading are sometimes not provided with books that align with their phonetic knowledge, hindering their progress.
Teacher expertise is a priority for the school, with ongoing professional development aimed at enhancing instructional practices. Teachers employ various strategies to facilitate learning, allowing pupils time to practice and revisit prior knowledge. This approach supports the embedding of knowledge into long-term memory. Pupils with special educational needs and disabilities benefit from early identification and tailored learning experiences.
In the early years, warm relationships help children settle into routines, and staff model new learning effectively. However, outcomes in early years were low in 2023, indicating that some children do not develop their knowledge and language skills adequately across all areas of the curriculum. This shortfall leaves some children less prepared for the transition to key stage one.
While most pupils exhibit positive attitudes during learning, concerns about behavior persist among some students and parents. The school has implemented “SMART routines” to promote high expectations, and additional support is available for those struggling with behavior management. However, some issues, including bullying, are not resolved swiftly enough, leading to ongoing concerns for affected pupils.
Pupils receive support for their wider development, learning about relationships, wellbeing, and safety, including online safety. The school also provides mental health support for pupils and their families through various initiatives. Staff report feeling well-supported by leadership, valuing the training and resources provided. Governance is effective, with trustees ambitious for pupil success.
The safeguarding arrangements at the school are effective, ensuring a safe environment for all pupils. However, the school must address specific areas for improvement, particularly in supporting early readers and resolving behavioral concerns more swiftly. Additionally, the early years curriculum needs to provide better opportunities for children to build knowledge across all areas, ensuring they are well-prepared for future learning.
