Beamont Primary School, located in Warrington, Cheshire, was inspected on 12 and 13 October 2022. The overall effectiveness of the school was rated as good, with the quality of education, behaviour and attitudes, personal development, and leadership and management all receiving a good rating. However, early years provision was noted to require improvement. This was the first inspection under section five of the Education Act 2005 since the school converted to an academy in 2018.
Pupils at Beamont Primary School are described as happy and confident members of a supportive school community. They form strong relationships with staff, who are dedicated to understanding and caring for their students. This supportive environment fosters a sense of safety among pupils, who feel confident that any concerns, including bullying, will be addressed appropriately. The school promotes high expectations for all pupils, including those with special educational needs and disabilities. As a result, pupils take pride in their achievements and demonstrate enthusiasm for their learning. They perform well across various subjects, although the report highlights that younger children in the early years do not achieve as well due to a lack of a well-structured curriculum.
The school offers a range of extracurricular activities, including drama and football clubs, which pupils enjoy. They express excitement about participating in sports events and performances, and they take pride in contributing positively to their local community, such as fundraising for a local food bank. Older pupils appreciate their roles as play monitors and reading buddies, which further enhances their sense of responsibility and community involvement.
While children in the early years are generally happy and social, the inspection revealed that leaders have not set sufficiently high expectations for their learning. There is a lack of clarity regarding the essential knowledge that early years children need to acquire, leading to activities that sometimes lack purpose. Additionally, staff require further training to effectively support the development of communication skills in young children. This gap in early years education means that children may not be adequately prepared for their transition to Year 1.
In contrast, the curriculum for pupils in Years 1 to 6 is well-designed, broad, and ambitious. Leaders have clearly identified the key knowledge that pupils should learn in each subject and have structured this knowledge to build on prior learning. Subject leaders provide valuable support to teachers, ensuring that the curriculum is delivered effectively. Teachers present information clearly and create opportunities for pupils to practice and reinforce their learning, which contributes to their overall success.
However, the report notes that in a few subjects, the curriculum design is less clear, which can lead to teachers losing sight of the most important knowledge that pupils need to acquire. Leaders are encouraged to clarify the essential knowledge for these subjects to enhance pupil achievement.
Reading is a priority at Beamont Primary School, with a well-defined early reading curriculum that outlines what pupils will learn and when. Staff receive training to deliver the phonics program effectively, and pupils practice reading regularly with appropriately matched books. This approach has resulted in most pupils becoming fluent and confident readers by the end of Year 2. Older pupils enjoy independent reading and discussing their favorite books and authors.
The school is proactive in identifying the needs of pupils with special educational needs and disabilities. Teachers implement various strategies to ensure these pupils can access the same curriculum as their peers, leading to positive outcomes. Pupils are generally polite, well-mannered, and friendly, and those who struggle with self-regulation receive appropriate support from trained staff. The school environment is calm and conducive to learning, with a strong emphasis on regular attendance.
Leaders provide opportunities for pupils to broaden their understanding of the world beyond their immediate community. Through the curriculum and assemblies, pupils learn about diverse backgrounds, faiths, and family structures. Governors actively support and challenge school leaders, contributing to the overall effectiveness of the school.
The safeguarding arrangements at Beamont Primary School are effective, with staff receiving regular training to recognize and respond to potential risks to pupils. The safeguarding team demonstrates strong expertise and commitment to supporting vulnerable pupils and their families.
In summary, Beamont Primary School is a supportive and well-managed institution that provides a good quality of education for its pupils. While there are areas for improvement, particularly in early years provision, the school demonstrates a commitment to fostering a positive learning environment and ensuring that all pupils achieve their potential.
