Beeston Rylands Junior School

Inspection of a good school: Beeston Rylands Junior School Trent Road, Beeston, Nottingham, Nottinghamshire NG9 1LJ

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Inspection dates: 14 and 15 November 2023

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Outcome

Beeston Rylands Junior School continues to be a good school.

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What is it like to attend this school?

This is a happy, well-led school at the heart of the local community. Parents have full confidence in the school. As one parent said: ‘This is a very caring school, where all the children are nurtured and valued as individuals.’

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What is it like to attend this school?

The school has high expectations for learning and behaviour. Most pupils meet these expectations. Pupils achieve well, particularly in mathematics and reading. They embrace the school’s focus on ‘responsibility’ and ‘kindness’. Pupils are friendly and courteous. Most behave well in class and around the school. They know that they can talk to an adult if anything is worrying them. As a result, pupils feel safe and happy in school. Pupils and parents say that the school takes effective action to deal with any bullying.

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What is it like to attend this school?

Relationships are positive and motivating. The school encourages pupils to follow their dreams, nurturing pupils’ talents and interests. This applies to the curriculum and to wider school experiences. Special visitors, from storytellers to archaeologists, help to inspire pupils.

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What is it like to attend this school?

The school supports pupils with special educational needs and/or disabilities (SEND) well. Pupils with SEND access the same learning opportunities as their peers. They take part in every aspect of school life. This includes serving in leadership roles.

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What does the school do well and what does it need to do better?

The school has designed an ambitious curriculum that works for all pupils. The school has identified what pupils should learn and when. This helps pupils to secure important knowledge before tackling more complex ideas. Interesting lessons bring the curriculum to life for pupils. For example, Year 6 pupils learn about ‘real world’ mathematics, such as taxation. In history, pupils ask relevant questions to explore artefacts. 14 and 15 November 2023

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The school makes regular checks on learning. These checks help teachers to pitch lessons at the right level. Pupils, including pupils with SEND, achieve well across a broad range of subjects. They are well prepared for the challenges of the key stage 3 curriculum.

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There is a sharp focus on making sure that pupils become accurate and fluent readers. Pupils access high-quality texts that deepen their learning across the curriculum. Pupils enjoy reading. As one pupil said: ‘I like getting engrossed in a book!’

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Learning in mathematics is also a strength. The school makes sure that pupils’ mathematical understanding builds in small steps. This helps pupils build their knowledge and skills over time. Teachers are knowledgeable and enthusiastic. They recap previous learning well. This helps pupils remember what they have learned.

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Staff provide effective support to help pupils with SEND achieve well. The school carefully monitors this support to ensure that pupils’ needs are being fully met. Parents of pupils with SEND are positive about the help their child receives.

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Pupils enjoy their learning experiences beyond the classroom. Most pupils, including pupils with SEND, attend at least one club. These opportunities include, for example, clay creators, drumming and invasion games. Pupils enjoy leadership responsibilities, such as being play leaders and librarians. The school is working to broaden pupils’ horizons in different ways. For example, pupils visit local businesses. They explore how their curriculum learning helps in the workplace. The school also hosts an exciting careers fayre. Pupils ask questions of visitors, such as fashion designers, artists and medical professionals, about their world of work. Pupils are respectful of others with different backgrounds. However, pupils’ understanding of fundamental British values is not as well developed as it could be.

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Most pupils behave well in lessons and throughout the school day. They pay careful attention to their teachers and work well together. Playtimes are usually very happy. However, a very small number of pupils do not behave consistently well. This can impact on the learning of other pupils.

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Governors are regular visitors to the school. As a result, they have an accurate picture of the current strengths of the school and a clear vision for future developments.

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Staff say that they are proud to work at the school. Staff value the work that leaders have done to support their well-being and workload. They refer to a ‘constant sense of being appreciated’.

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Safeguarding

The arrangements for safeguarding are effective. 14 and 15 November 2023

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(Information for the school and appropriate authority)

 The behaviour of a very small number of pupils falls below the high expectations of the school. This occasionally impacts on the learning of other pupils. The school should ensure that the behaviour policy is implemented consistently by all staff to help all pupils behave well.  Pupils’ understanding of British values is underdeveloped. Some pupils do not remember the British values they have been taught. The school should ensure that all pupils have an age-appropriate depth of understanding of the key British values.

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Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the second ungraded inspection since we judged the school to be good in April 2014.

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How can I feed back my views?

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. 14 and 15 November 2023

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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). 14 and 15 November 2023

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School details

Local authority Nottinghamshire County Council

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School details

Appropriate authority The governing body

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School details

Co-chairs of governing body Samuel Williams and Lisa Griffiths

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School details

Website http://www.beestonrylandsjunior.co.uk

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School details

Date of previous inspection 27 March 2018, under section 8 of the Education Act 2005

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Information about this school

 The school currently uses one registered alternative provider.

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Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the school and has taken that into account in his evaluation of the school.  The inspector met with the headteacher, the federation deputy headteacher, other leaders, groups of staff and pupils. He also met with governors and with a representative of the local authority.  The inspector carried out deep dives in the following subjects: reading, mathematics and history. For each deep dive, the inspector discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, looked at samples of work and spoke to pupils about their learning. The inspector listened to pupils read to an adult.  The inspector also spoke to leaders about curriculum development in other subjects.

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 To evaluate the effectiveness of safeguarding, the inspector: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The inspector observed pupils’ behaviour in lessons and around the school site.  The inspector spoke to parents in the playground. He also considered the responses to Ofsted Parent View and Ofsted’s staff survey.  The inspector reviewed a range of documentation, including school improvement plans and minutes of governing body meetings.

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Inspection team

Martyn Skinner, lead inspector Ofsted Inspector 14 and 15 November 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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