Beaupre Community Primary School

Beaupre Community Primary School Church Drove, Outwell, Wisbech, PE14 8RH

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Overall effectiveness

Previous inspection: Satisfactory 3 This inspection: Requires improvement 3 Achievement of pupils Requires improvement 3 Quality of teaching Requires improvement 3 Behaviour and safety of pupils Good 2 Leadership and management Requires improvement 3

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This is a school that requires improvement. It is not good because

 There are inconsistencies in the progress pupils make from one year to another so that achievement is not as high as it should be, especially for more-able pupils.  There is not enough good or better teaching. In particular teachers do not plan suitable work for pupils across the range of ability.  Teachers’ marking and feedback do not give pupils enough help to improve their work.  The pace of school improvement in recent years has been too slow.  Senior leaders, including governors, have not focused enough on checking on the quality of teaching so they can improve it.  Leaders do not collect and review information that shows how well pupils are doing often enough.

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The school has the following strengths

 The progress made by Reception children is good.  Additional adults provide a good level of support for pupils who find learning difficult.  Behaviour is good. Children are caring towards each other and show respect for adults.  Pupils feel safe and secure and look forward to coming to school.  The school is well maintained and the classrooms, playground and fields are child- friendly and encourage learning.  The new leadership team has identified and begun to tackle weaknesses in progress and teaching.

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Information about this inspection

 Inspectors observed 20 lessons taught by six teachers.  Inspectors met with leaders and managers, teaching staff, support staff and pupils from all year groups.  Parents gave their views through informal discussion and using the online Parent View survey, from which nine responses were received.  Work recorded in pupils’ books from was analysed.  School policies, development plans and self-evaluation reports were reviewed.

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Inspection team

Andrew Read, Lead inspector Additional Inspector Maxine Clewlow Additional Inspector

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Information about this school

 The school is smaller than the average sized primary school.  The school has had a number of interim headteachers over a three year period. A new headteacher took up a permanent post in September 2012.  A below-average proportion of pupils speak English as an additional language.  The proportion of pupils of minority ethnic heritage is well below average.  The proportion of pupils known to be eligible for the pupil premium is below average.  The proportion of pupils supported at school action, school action plus or with a statement of special educational need is below average.  The school has on-site early years provision that is not managed by the governing body.  The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress.

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What does the school need to do to improve further?

 Improve the amount of good or better teaching across all year groups and key stages by :  undertaking regular and rigorous monitoring of teaching and scrutiny of pupils’ work, ensuring that weaker teaching is improved and good practice is shared across the school  making certain that higher ability pupils receive adequate challenge in lessons, thus increasing the proportion of pupils attaining higher levels at the end of each key stage.

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What does the school need to do to improve further?

 Improve the way assessment information is used to support pupils’ progress by:  ensuring assessment is undertaken regularly and used to inform lesson planning  making sure that the marking and feedback written in pupils’ books explains how work can be further improved.

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What does the school need to do to improve further?

 Further strengthen the capacity of leaders to implement change by:  ensuring that the vision, aspirations and development priorities of the new headteacher are shared across the school  holding teachers to account for the standards reached by pupils in each year group  making sure that the governing body uses information on pupils’ progress to monitor and challenge school performance.

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The achievement of pupils requires improvement

 Achievement varies between year groups as a consequence of the inconsistent quality of teaching. Where teachers are addressing the specific needs of individuals, such as in the teaching of data handling in Year 2, achievement is good.

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The achievement of pupils requires improvement

 Progress in Reception is good. Pupils enter the school at expected levels of development. Past assessment data and current provision suggests that, over the year, progress compares favourably to national expectations.

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The achievement of pupils requires improvement

 In Key Stage 1, progress is inconsistent, with pupils making better progress in Year 2 than Year 1. This is because children’s achievement in the areas of learning in Reception is not built upon when they enter Key Stage 1.

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The achievement of pupils requires improvement

 In Key Stage 2, progress is also inconsistent. Progress is relatively slow in Years 3 and 4 but it increases in all subjects in Years 5 and 6. By the end of year 6 pupils are at nationally expected levels of attainment for reading, writing and maths. The attainment of pupils in 2012 was better than in previous years.

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The achievement of pupils requires improvement

 Overall, higher ability pupils do not make the progress that they are capable of and, as a consequence, fewer pupils than expected achieve higher levels of attainment by the end of each Key Stage.

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The achievement of pupils requires improvement

 Disabled pupils, those with a statement of special educational need, pupils with English as an additional language and pupils known to be eligible for the pupil premium all make expected progress.

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The achievement of pupils requires improvement

 Analysis of pupils’ books shows that there is variation in the progress made by individual pupils within different year groups. Whilst this underachievement is to some extent rectified through intervention made in older year groups, identification is not early enough.

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The achievement of pupils requires improvement

 Reflecting good provision for pupils’ spiritual, moral, social and cultural development, pupils show a good understanding of topics they have studied such as world cultures and religion.

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The quality of teaching requires improvement

 There is not enough good or better teaching. During the inspection no outstanding teaching was observed. This profile of teaching is matched by the school’s own lesson observation data.

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The quality of teaching requires improvement

 In Key Stage 1 teaching is inconsistent in quality, being stronger in Year 2 than Year 1. Better teaching was characterised by work that was more closely matched to the different levels of skills of pupils in the class.

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The quality of teaching requires improvement

 In Key Stage 2 teaching is similarly inconsistent. Again, the same work tends to be given to all pupils without regard for different skill levels. Some lessons provide too few opportunities for pupils to think things out for themselves, being too heavily teacher-led with pupils simply following instructions.  The intensive revision and consolidation work undertaken with Years 5 and 6 is effective in accelerating rates of progress so that pupils achieve expected outcomes by the end of Key Stage 2. While this compensates for the slower progress made in years 3 and 4, it is no substitute for consistently good teaching.

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The quality of teaching requires improvement

 In all year groups there is too little challenge for higher attaining pupils.

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The quality of teaching requires improvement

 Teaching in Reception is good. Provision is stimulating and responsive to children’s needs so that they all learn well. For example, in one session children were being encouraged to work cooperatively to investigate counting, with adults providing challenge and structure through appropriate questioning and modelling. This approach supported the needs of different children, whilst also enabling them to work together within the same learning activity.

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The quality of teaching requires improvement

 Teaching assistants are deployed well in all year groups. They provide effective support for disabled pupils and those with special educational needs as well as those supported by pupil premium funding. They also work well with small intervention groups to support the development of writing.

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The quality of teaching requires improvement

 Although books are marked regularly, too often comments praise the completion of work, but omit to provide clear feedback or set out next steps in learning.

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The quality of teaching requires improvement

 Teachers are able to make accurate judgements on the attainment levels reached by pupils. However, a lack of regular, routine assessment data means that teachers’ lesson planning is not always well matched to the different attainment levels represented in the class. This has meant the underachievement of some pupils has gone unchecked over periods of time.

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The quality of teaching requires improvement

 The available evidence of the quality of teaching over time suggests that it is improving and this is associated with the school’s monitoring and subsequent action to share best practice.

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The behaviour and safety of pupils are good

 Pupils’ good behaviour and attitudes contribute well to their learning. They collaborate well and support each other in lessons. For example in an observed science lesson a whole class discussion on the relative movement of planetary objects was characterised by children listening to each other and valuing the ideas that different pupils put forward.

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The behaviour and safety of pupils are good

 Disruption to lessons caused by poor behaviour is rare. On occasion, learning is hindered as a result of weaker teaching and lack of interest on the part of pupils.

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The behaviour and safety of pupils are good

 Pupils play well together, helping and supporting each other. Bullying is rare and pupils are very kind towards each other. Awareness of how to spot and report bullying is good at all age levels, and pupils feel that adults respond quickly and helpfully to any concerns they raise.

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The behaviour and safety of pupils are good

 Pupils have good awareness of risk, and understand what to do if they feel unsafe whilst with others. Awareness of e-safety is similarly well developed, covering a range of contexts.

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The behaviour and safety of pupils are good

 The school’s support for pupils whose circumstances make them vulnerable is good. As a consequent these pupils feel safe, and are in receipt of effective multi-agency support which is well coordinated by the school.  Systems and procedures for recording incidents about behaviour and safety meet requirements but do not lend themselves to analysis to help inform future action.

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The leadership and management requires improvement

 Over the last three years frequent changes in leadership have resulted in a lack of consistency in the formulation, application and quality of school improvement processes.

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The leadership and management requires improvement

 In the past the monitoring of teaching has not been frequent or effective enough. This has allowed weaker teaching to continue unchecked in certain year groups.

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The leadership and management requires improvement

 The local authority has been supportive of the school during its changes in leadership and in giving advice to the new headteacher.

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The leadership and management requires improvement

 The new leadership team has made a good start, building on previous work to identify key areas of weakness and bring about school improvement. The perceptions of staff and parents show that this has been very well received.

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The leadership and management requires improvement

 The new headteacher has conducted an intensive review of the quality of all teaching and has accurately identified key strengths and weaknesses. Evidence from monitoring suggests that this is already leading to improvement and in particular decisive action is being taken to address weaker teaching.

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The leadership and management requires improvement

 Past scrutiny of pupils’ work has not been frequent or effective enough so that poor work has been allowed to continue unchecked. There is evidence that more systematic checking is already having a good effect.

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The leadership and management requires improvement

 Planning has been inconsistent, resulting in an uneven curriculum. A recent review has ensured better balance between subjects and progression between year groups. The curriculum also now provides well for the specific needs of the pupils, and good enrichment activities were observed by inspectors.

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The leadership and management requires improvement

 Assessment data is now being collected on a regular basis and analysed to identify under- achievement by individuals or groups. This has shown, for example, that higher ability pupils are not making sufficiently rapid progress, and this is now a development priority for the school.

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The leadership and management requires improvement

 Recent self-evaluations by the school have been accurate and the areas for improvement match inspection findings.

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The leadership and management requires improvement

 The governance of the school:  The quality of governance has been variable in recent years, and until recently governors have been unable to put in place a permanent headteacher, relying instead on local authority intervention.  Leadership is now improving through a committed Chair of Governors. The appointment of a new headteacher and the instigation of a more challenging approach to the monitoring of teaching by reviewing assessment data, show a capacity for improvement.  The school has embarked on a programme of classroom improvements, made possible through prudent management of the school’s finances.

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Grade Judgement Description

Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes that provide exceptionally well for all its pupils’ needs. This ensures that pupils are very well equipped for the next stage of their education, training or employment. Grade 2 Good A good school is effective in delivering outcomes that provide well for all its pupils’ needs. Pupils are well prepared for the next stage of their education, training or employment. Grade 3 Requires improvement A school that requires improvement is not yet a good school, but it is not inadequate. This school will receive a full inspection within 24 months from the date of this inspection. Grade 4 Inadequate A school that has serious weaknesses is inadequate overall and requires significant improvement but leadership and management are judged to be Grade 3 or better. This school will receive regular monitoring by Ofsted inspectors. A school that requires special measures is one where the school is

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Grade Judgement Description

failing to give its pupils an acceptable standard of education and the school’s leaders, managers or governors have not demonstrated that they have the capacity to secure the necessary improvement in the school. This school will receive regular monitoring by Ofsted inspectors.

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School details

Unique reference number 110643 Local authority Cambridgeshire Inspection number 401138

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School details

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

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School details

Type of school Primary School category Community Age range of pupils 4–11 Gender of pupils Mixed Number of pupils on the school roll 152 Appropriate authority The governing body Chair Graham Mayer Headteacher Owen Rhodes Date of previous school inspection 13 October 2009 Telephone number 01945 772439 Fax number 01945 773004 Email address office@beaupre.cambs.sch.uk guidance ‘raising concerns and making complaints about Ofsted', 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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School details

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 and as part of the inspection.

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School details

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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School details

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 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

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School details

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School details

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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