Beechwood Primary School

Age group 4–11 Inspection date(s) 21–22 June 2012 Inspection number 395350 Beechwood Primary School Inspection report

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Unique reference number 134701 Local authority Luton Inspection number 395350 Inspection dates 21–22 June 2012 Lead inspector Marion Wallace

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This inspection of the school was carried out under section 5 of the Education Act 2005.

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Type of school Primary School category Community Age range of pupils 4–11 Gender of pupils Mixed Number of pupils on the school roll 792 Appropriate authority The governing body Chair Laverne Bennett Headteacher Bridget Ann Housden Date of previous school inspection 12 November 2008 School address Linden Road Luton LU4 9RD Telephone number 01582 518400 Fax number 01582 565 010 Email address Beechwood.Primary.admin@luton.gov.uk achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked

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after children, safeguarding and child protection. Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when.

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You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk , or look for the link on the main Ofsted website: www.ofsted.gov.uk

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Introduction

This inspection was carried out with two days’ notice. Inspectors observed 27 teachers in 30 lessons and held meetings with parents and carers, groups of pupils, members of the governing body and staff. They took account of the responses to the online questionnaire (Parent View) in planning the inspection, observed the school’s work, and looked at improvement plans for the school and for subjects, the governing body minutes, assessment information and curriculum planning. In addition, they carried out a scrutiny of pupils’ work, listened to readers and analysed questionnaires from pupils and 220 questionnaires received from parents and carers.

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Information about the school

Beechwood is much is larger than the average primary school. Most pupils are Asian or British Asian. The proportion of pupils who speak English as an additional language is well above average and there are 19 pupils in the early stages of learning English. The proportion of disabled pupils and those who have special educational needs is well-above average; the proportion of pupils supported at school action plus is above average and the proportion with a statement is average. The proportion of pupils known to be eligible for free school meals is above average.

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Information about the school

Mobility has been extremely high, especially in the last two years, and the number of pupils on roll has increased significantly. Over the last two years many pupils from outside the catchment area have also been placed temporarily in the school to help with the rising numbers of primary school pupils in the Luton area.

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Information about the school

The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress. There is a children’s centre and private nursery on the site. These are not managed by the school’s governing body and were not part of this inspection. The school has had extensive building works in the last two years. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Key findings

 This is a good school. The rates of pupils’ progress has been good over time, apart from a dip in 2011 when the school experienced significant expansion together with extensive building works. Senior leaders manage this very large site well. The school is not yet outstanding because writing is not as strong as reading and mathematics and, although teaching is good overall, it is not consistently good in all classes.

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Key findings

 Achievement for all groups of pupils, including disabled pupils and those with special educational needs, is good. Children make a good start to their education in the Early Years Foundation Stage and progress through Key Stage 1 and to Key Stage 2 is good. Attainment is broadly average in English and mathematics by the end of Year 6.

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Key findings

 Teaching is good, but there is also some outstanding and satisfactory teaching. The school monitors and supports teachers well. In the few satisfactory lessons, teachers sometimes miss opportunities to challenge pupils in their grammar and punctuation. Marking is consistent throughout the school and pupils know what they have to do to improve their work and to reach the next level. Excellent teaching was seen in music.

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Key findings

 Behaviour around the school and in lessons is good. Pupils make good gains in their personal development and consequently feel very safe in school. They demonstrate good attitudes to learning; they are polite and consider the needs of others. The vast majority of parents and carers report that behaviour is good.

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Key findings

 The management team, supported by an active governing body provides strong leadership and a clear vision for developing the school further. Performance management is rigorous. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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What does the school need to do to improve further?

 Raise the standard of writing to the same level as mathematics and reading by ensuring that:  key skills, especially grammar, punctuation and spelling, are taught consistently well  pupils are able to write in a lively and imaginative way and still maintain good standards of grammar, punctuation and spelling.

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What does the school need to do to improve further?

 Ensure that teaching is consistently good or better in all year groups by insisting on consistently high expectations, especially in pupils’ writing.

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Achievement of pupils

Inspectors agree with most parents and carers that achievement is good. Most children join the Nursery class with basic skills well below the expected level for their age. Despite considerable mobility in the Early Years Foundation Stage, children make good progress in all areas of learning in both the Nursery and Reception classes. Pupils continue to make good progress in Years 1 and 2, but attainment is still below average by the end of Year 2 in reading, writing and mathematics. The good progress continues through Key Stage 2 and pupils reach broadly average standards by the end of Year 6, although attainment in writing is not quite as good as in reading and mathematics.

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Achievement of pupils

Writing skills are being suitably developed in other subjects, for example, Year 6 pupils wrote about Greek mythology. They made excellent progress hunting out interesting vocabulary for their descriptive phrases. Pupils used dictionaries and thesauruses to help them use lively description such as ‘encrusted with grime’ and ‘trees shaped like bony fingers’. A weakness in writing occurs when pupils use lively writing but cannot always combine it with accurate punctuation, grammar and spellings.

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Achievement of pupils

Pupils enjoy learning because teachers plan interesting tasks. They gain confidence as they progress through the school. Progress in mathematics has accelerated significantly this year. In an excellent Year 6 mathematics lesson, more-able pupils relished the challenge of calculating the seating plan for a year group assembly. Pupils used their mathematics knowledge very well to calculate the area of single chairs and to plan different solutions, giving sensible consideration to the size of the aisle and the room needed to accommodate parents attending. They discussed problems such as where to put babies and their buggies. They suggested solutions such as a buggy parking area within the hall. They all clearly understood the difference between metric and imperial measurements.

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Achievement of pupils

Disabled pupils and those with special educational needs make good progress over Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Achievement of pupils

time because support is appropriately focused and based on a sound analysis of individuals’ learning needs. The gap between the performance of pupils known to be eligible for free school meals and others is closing. Many pupils have exceeded their targets in all areas and are reaching the expected level. Those who join the school other than at the usual time, settle in well and make the same good progress as their peers.

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Achievement of pupils

Together with other reading programmes, improved teaching of letters and sounds (phonics) in the Early Years Foundation Stage has accelerated pupils’ reading ability. Pupils enjoy reading and the phonics and other reading programmes are having a good impact on pupils’ ability to decipher difficult words. Year 2 pupils confidently tackle challenging words and they talk about what they have read. Older pupils use expression well and are excited by the content of stories and styles of writing.

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Quality of teaching

Most pupils, parents and carers say that teaching is good. Children in the Early Years Foundation Stage are taught well, with plentiful opportunities provided for them to learn through activities led by adults and those that they choose for themselves. Excellent teaching was seen in a Year 5 music lesson: pupils were challenged to sing a round and to explain the difference between canon and a round. Teaching was vibrant and the teacher helped the pupils appreciate the complexities of classical music in a very simple and clear way. More-able pupils could talk about differences between melody and rhythm.

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Quality of teaching

Teachers do not always notice when pupils make mistakes in their spelling, grammar and punctuation in class and in their writing. Teachers use questions effectively to check pupils’ knowledge and understanding, but sometimes miss opportunities to highlight grammatical errors. They use assessment information well to plan interesting curriculum work. The systems for marking are generally good throughout the school. Pupils with additional needs are well supported by family support workers and teaching assistants in class. Teaching for disabled pupils and those with special educational needs is good, as it is for different groups of pupils.

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Quality of teaching

The planned curriculum provides memorable experiences, and the promotion of pupils’ spiritual, moral, social and cultural development is good. As a result, pupils enjoy their learning, behave well, get on well socially, and have good attitudes to school. The house system is well established and very popular. Pupils are proud of their involvement in the town’s Shakespeare production of Macbeth. Assemblies are well planned and promote pupils’ spiritual development well. In a Year 3 and 4 assembly about Australia, effective role play and a story about a race from Sydney to Melbourne, helped pupils appreciate that ‘not giving up and continual effort’ can help the most unlikely athletes win the race.

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Behaviour and safety of pupils

Good relationships are evident and, consequently, behaviour has been good over Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Behaviour and safety of pupils

time. It is good throughout the school, in lessons and at break and lunchtimes. Pupils and staff show considerable respect for each other and for visitors to the school. Most parents and carers who replied to the inspection questionnaire, or who talked to inspectors, felt that their children were safe in the school and most thought that behaviour was good. Behaviour for learning is good. Pupils are motivated to learn, and they work well independently, with a partner or in small groups. Most pupils who responded to the questionnaire and those who talked to inspectors said that they felt very safe in school and that behaviour was good.

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Behaviour and safety of pupils

In the Early Years Foundation Stage, care and welfare are good, and this contributes to children’s very positive experience of school, their positive attitudes to learning and good behaviour. Older pupils know about safe use of the internet, and they are aware of different types of bullying and the dangers of drugs and alcohol. Pupils know the difference between falling out and bullying and say that they can discuss any problems that they have with adults. They report that any concerns are dealt with effectively. When they take on positions of responsibility, such as monitors or school councillors, they do so with enthusiasm and commitment.

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Behaviour and safety of pupils

Good behaviour contributes well to learning. Case studies show clearly how well the school deals with any pupils who have problems. The school works extremely hard to ensure attendance is average and improving. Pupils enjoy competing for the best attendance trophy of the week. Punctuality and absence improve as pupils get older Family support workers provide a strong level of support for families throughout the school.

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Leadership and management

Since the last inspection, the school has experienced a difficult period, with a major building programme proving more disruptive than anticipated. The headteacher’s experience and skilful management, well supported by other senior leaders and middle managers, have ensured this very large primary school runs smoothly and efficiently. All leaders communicate strong drive and ambition. Staff work together well and they have a thorough understanding of the strengths and weaknesses of the school. Equality of opportunity and the elimination of discrimination are pursued effectively. Provision for disabled pupils and those with special educational needs is good and pupils are making the same progress as their peers. Gaps in pupils’ performance are narrowing, particularly for those known to be entitled to free school meals. A continual drive for improvement is underpinned by effective systems for evaluating the strengths and further areas for development of the school. The

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Leadership and management

school’s good organisation, strong, shared vision and good outcomes, indicate that the school has a good capacity to improve further.

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Leadership and management

The Early Years Foundation Stage is well led and managed, with good induction arrangements and good links with parents and carers. Rigorous leadership and management of teaching have ensured that teaching continues to improve. Effective monitoring and evaluation of teaching and effective professional development have enhanced teachers’ skills and methods used across the school, especially in Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Leadership and management

mathematics. There is a strong determination to improve and the school deploys its resources well.

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Leadership and management

The school’s evaluation of its own performance is rigorous. Tracking of progress over time is thorough, and senior leaders quickly identify any dips, and develop sensible strategies and interventions to promote improvement. Appropriate developmental areas to further improve the effectiveness of the school are clearly identified in the school improvement plan. The governing body is well organised. It supports staff effectively in coping with the many changes, and challenges the school well to ensure school improvement initiatives are successful. It ensures that all safeguarding procedures meet statutory requirements.

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Leadership and management

The curriculum provides well for pupils’ spiritual, moral, social and cultural development. Links between subjects such as design technology and English are strong, and creative curriculum and creative writing days contribute to pupils’ enjoyment. Assemblies give very good opportunities for reflection, musical opportunities and a time to celebrate work well done. Aspects of spiritual, moral, social and cultural development are promoted well throughout the school and pupils regularly take part in sporting events against other schools, artistic, music and drama workshops and local cultural events. They are given plenty of opportunities in lessons for pupils to develop their collaborative skills and to suggest initiatives to improve their school. Pupils, parents and carers appreciate the good extra-curricular opportunities and enrichment activities.

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Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils’ needs. Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well. Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils. Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

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Type of school Outstanding Good Satisfactory Inadequate

Nursery schools 54 42 2 2 Primary schools 14 49 32 6 Secondary schools 20 39 34 7 Special schools 33 45 20 3 Pupil referral units 9 55 28 8 All schools 16 47 31 6

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements have been introduced from 1 January 2012. This means that inspectors make judgements that were not made previously. The data in the table above are for the period 1 September to 31 December 2011 and represent judgements that were made under the school inspection arrangements that were introduced on 1 September 2009. These data are consistent with the latest published official statistics about maintained school inspection outcomes (see www.ofsted.gov.uk ). The sample of schools inspected during 2010/11 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Primary schools include primary academy converters. Secondary schools include secondary academy converters, sponsor-led academies and city technology colleges. Special schools include special academy converters and non-maintained special schools.

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Type of school Outstanding Good Satisfactory Inadequate

Percentages are rounded and do not always add exactly to 100.

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Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning and development taking account of their attainment.

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Common terminology used by inspectors

Attainment: the standard of the pupils’ work shown by test and examination results and in lessons.

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Common terminology used by inspectors

Attendance: the regular attendance of pupils at school and in lessons, taking into account the school’s efforts to encourage good attendance.

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Common terminology used by inspectors

Behaviour: how well pupils behave in lessons, with emphasis on their attitude to learning. Pupils’ punctuality to lessons and their conduct around the school.

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Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving based on its self-evaluation and what the school has accomplished so far and on the quality of its systems to maintain improvement.

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Common terminology used by inspectors

Floor standards: the national minimum expectation of attainment and progression measures.

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Common terminology used by inspectors

Leadership and management: the contribution of all the staff with responsibilities, not just the governors and headteacher, to identifying priorities, directing and motivating staff and running the school.

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Common terminology used by inspectors

Learning: how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

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Common terminology used by inspectors

Overall effectiveness: inspectors form a judgement on a school’s overall effectiveness based on the findings from their inspection of the school.

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Common terminology used by inspectors

Progress: the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils’ attainment at the end of a key stage with their attainment when they started.

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Common terminology used by inspectors

Safety: how safe pupils are in school, including in lessons; and their understanding of risks. Pupils’ freedom from bullying and harassment. How well the school promotes safety, for example e-learning.

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carers to share with their children. It describes Ofsted’s

main findings from the inspection of their school.

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Inspection of Beechwood Primary School, Luton, LU4 9RD

Thank you all very much for welcoming us to your school. We thoroughly enjoyed your singing in assembly, talking with you and your teachers, and reading the views of those who returned questionnaires. You and your parents and carers told us that most of you make good progress in your learning at Beechwood Primary School. We agree that the school has many strengths, and it is good overall. These are the things we liked best.

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Inspection of Beechwood Primary School, Luton, LU4 9RD

 You get off to a good start in the Nursery and Reception classes and those who join the school at different times settle in well. You all make good progress throughout the school.  You told us that you like learning and enjoy all the activities, visits, visitors and clubs. Some of you are performing in Macbeth in Luton.  Your behaviour is good and you all have a sensible attitude to your learning.  There are good opportunities for you to take on responsibilities as monitors and members of the school council, and to contribute to helping your school improve.  Your headteacher, senior leaders, governors and all the staff have coped very well with the extensive building works and the growth of your school. They know what needs improving and are well organised.

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Inspection of Beechwood Primary School, Luton, LU4 9RD

We have identified two things that will help the school get better.

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Inspection of Beechwood Primary School, Luton, LU4 9RD

 Ensure that you do as well in writing are as you do in reading and mathematics. While it is important that you all write using lively and imaginative vocabulary, you must at the same time ensure your grammar, punctuation and spelling are accurate.  Ensure that teaching is consistently good or better in all classes and year groups.

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Inspection of Beechwood Primary School, Luton, LU4 9RD

Best wishes for the future. You can all help by continuing to work really hard and take more care to check your spellings and punctuation.

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Inspection of Beechwood Primary School, Luton, LU4 9RD

Marion Wallace Lead inspector procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted’s website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234 , or email enquiries@ofsted.gov.uk .

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