St Mary's Community Primary School, Beetley

Inspection of St Mary’s Community Primary School, Beetley Elmham Road, Beetley, Dereham, Norfolk NR20 4BW

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Inspection dates: 10 and 11 October 2023

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Early years provision Good Previous inspection grade Good 10 and 11 October 2023

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What is it like to attend this school?

Many pupils enjoy their time at St Mary’s. They have a good understanding of how others are different from themselves. Unkind language is rare and is not tolerated by pupils or staff. Some pupils do not have a clear knowledge of how to keep themselves healthy. Other pupils also struggle to share their views on democracy and British values.

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What is it like to attend this school?

Pupils attend school regularly and are on time in the morning. Pupils feel safe. They trust adults to act if they are worried about something.

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What is it like to attend this school?

In lessons, pupils do not always behave well. Teachers do not always address this. Some pupils distract others. They do not try hard to complete the work set by their teachers. Most pupils follow routines, such as lining up, but they sometimes take time to respond to instructions. At break and lunchtime, pupils’ behaviour is better. They play well together.

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What is it like to attend this school?

Generally, pupils at St Mary’s can take part in a range of activities outside the school day and during lunchtime. They enjoy these opportunities. Pupils take on a range of responsibilities including roles on the school council.

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better?

The quality of education is not yet good because there is inconsistency in how the curriculum is delivered. Teaching staff have not had sufficient subject training to be able to implement the content of the curriculum. Pupils do not always understand what they are learning or know how to improve. While pupils’ understanding is assessed, this information is not used effectively to support their progress. In a small number of curriculum areas, planning is less rigorous, and the intent of this work has not yet been realised. However, in the early years, pupils’ experience is much stronger. There are clear targets set for the pupils and the curriculum meets their needs well. There have been improvements in adaptations and support for pupils with special educational needs and/or disabilities. These include working effectively with external partners including educational psychologists.

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better?

Younger pupils benefit from a focus on reading. In Reception and key stage 1, there is a clear and well-monitored programme of phonics. Pupils make good progress. Where pupils fall behind in reading, there is a clear programme to support them to catch up. While pupils continue to read regularly at key stage 2, this is not monitored effectively. The numbers of children that read at home regularly is low.

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better?

Pupils do not always behave well as expectations are not high enough. In too many lessons, pupils disrupt learning. The school’s behaviour policy is clear, but this is not always followed closely by staff. As a result, pupils continue to misbehave. Systems for monitoring behaviour incidents are not as robust as they need to be. Pupils’ behaviour during social times is more positive. Pupils’ attendance has improved significantly. It is similar to other primary schools nationally. 10 and 11 October 2023

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The personal, social and health education curriculum at St Mary’s has had limited attention from leaders. Pupils do not always have an appropriate understanding in areas such as mental health or the importance of democracy. Pupils do have access to clubs and activities, but leaders do not know the extent to which pupils engage in lunchtime clubs. As a result, the wider benefit of these activities on pupils’ development is not as strong as leaders now want. Pupils comment positively about their role on the school council.

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The school has experienced a sustained period of turbulence because of staffing challenges. The school now has a stable leadership structure and the capacity to make further improvement. Governors are committed to supporting this improvement. In order to challenge the school more effectively, governors need more accurate school effectiveness information. Leaders are working at pace to ensure that governors are provided with this information. Staff are typically proud to work at the school and recognise that positive change is happening. The school is engaging more with the local community, and most parents feel their children are happy and safe at the school.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Staff do not consistently apply the school’s behaviour policy. Expectations of pupils’ behaviour are not high enough. As a result, some pupils distract others or do not engage with their work. Leaders should ensure that the school policy is rigorously applied in all classes.  The curriculum is not yet delivered effectively across the school. As a result, in some subjects, pupils do not know more and remember more. Some staff have not had subject training to enable them to make the improvements required. Leaders must provide appropriate and sufficient professional development opportunities to address this.  Assessment of pupils’ progress is not sufficiently robust or accurate. Subject leaders do not always have accurate information on pupil progress in their subject areas. The assessment systems in some subjects have limited impact. Pupils do not always know how to improve. Leaders must ensure that a consistent and

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(Information for the school and appropriate authority)

rigorous approach to assessment is implemented.  School systems for self-evaluation and improvement planning are not sufficiently robust. This reduces leaders’ and governors’ capacity to understand whether pupils are benefiting from a high-quality education. Leaders should ensure that existing processes are reviewed so that they are fit for purpose. Where systems require updating, this should be done as quickly as is practicable. 10 and 11 October 2023

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘ disadvantaged pupils ’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 10 and 11 October 2023

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 27 and 28 April 2022

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Information about this school

 The school has appointed a new headteacher since the last inspection.  The school does not make use of any alternative provision.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

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Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors carried out deep dives in these subjects: early reading, design technology, geography and mathematics. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and 10 and 11 October 2023

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considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The inspection team met with pupils from different year groups to talk about their learning and experiences at school.  Inspectors reviewed a range of documents provided by the school. These included the school improvement plan, curriculum documentation and school policies.  Inspectors considered 31 responses to Ofsted’s online questionnaire for parents, Ofsted Parent View. This included 23 comments from parents and carers in the free-text facility. Inspectors also considered the 17 responses to the staff questionnaire.

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Inspection team

Jonathan Rockey, lead inspector His Majesty’s Inspector

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Inspection team

Imran Khan Ofsted Inspector 10 and 11 October 2023

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regulates and inspects to 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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