Beaumont Community Primary School

Inspection of Beaumont Community Primary School Durrant Road, Hadleigh, Suffolk IP7 6GD

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Outstanding Previous inspection grade Good 26 and 27 March 2024

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What is it like to attend this school?

Everyone is valued at Beaumont Community Primary School. Pupils attend happily, safely and with pride. Many pupils join at different points of the school year. Whenever they join, each new pupil is supported quickly. New pupils are readily welcomed into this highly inclusive school.

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What is it like to attend this school?

Children in early years thrive. They fully understand the routines of school and take every opportunity to learn from a well-considered curriculum that supports them to do their best. As a result, children in early years make excellent progress throughout the curriculum. This prepares them very well for Year 1.

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What is it like to attend this school?

Pupils’ social and emotional well-being are priorities. Pupils who need support receive this from well-trained staff. Pupils cope well with change and know how to manage their feelings. Overall, this contributes towards everyone caring for and looking out for each other.

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What is it like to attend this school?

Most pupils meet the school’s behaviour expectations. They value learning and appreciate the improvements in behaviour. These allow them to learn with little disruption.

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What is it like to attend this school?

Pupils benefit from enrichment beyond the curriculum. Trips are thoughtfully planned to enhance their school experience. Pupils speak positively about the new experiences they enjoy. These develop their independence and broaden their horizons beyond the local community.

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better?

Many pupils join this school at different points during the year. A number of these pupils are either new to the country or have not previously attended school regularly. On arrival, the school checks pupils’ learning quickly. When required, pupils receive extra support. While pupils make good progress, as pupils often join the school in the latter years of primary school, some do not reach the expected standard by the time they move on to secondary school.

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better?

The early reading curriculum is taught well. Pupils respond well to the structured lessons and daily reading practice. The books pupils read are carefully matched to their ability. Adults check pupils’ progress regularly. Pupils who need support are given extra help. This means pupils learn to read fluently.

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better?

The school has developed its curriculum across all subjects. Trained leaders have worked hard to develop curriculum plans in their subject areas. They check how well the curriculum is working. In many classes, it is working well. Where this is the case, pupils learn the key knowledge they need to achieve well.

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better?

On some occasions, teachers do not deliver lessons with enough clarity. This means pupils are less successful in learning and retaining the key knowledge they need to 26 and 27 March 2024

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learn more. As a result, pupils develop gaps in their knowledge. Leaders are aware of this and are working hard to develop consistently effective teaching of the intended curriculum content across the school.

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Pupils with special educational needs and/or disabilities (SEND) receive good support. Plans identify the support pupils with SEND need to access the full curriculum. These plans inform teaching. Lessons are adapted so that pupils with SEND are very much part of the class. Consequently, pupils with SEND learn successfully alongside their peers.

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Children make a flying start in early years. Staff learn about the children before they arrive. This enables them to plan a curriculum which precisely meets children’s needs and interests. Whenever children start, they are taught the clear expectations immediately. Their learning behaviours are exceptional. As a result, children achieve well, and this stands them in good stead for the next stages of their education.

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The school has adopted a new behaviour approach. It encourages pupils to think about their behaviour and learn from their mistakes. Staff and pupils agree that behaviour is much improved due to an agreed whole-school approach. For the most part, learning proceeds without disruption. However, on occasion, staff do not manage behaviour as the school intends. When this is the case, learning in class can slow down.

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The school places a strong emphasis on pupils’ personal development. Pupils learn about differences and the importance of being respectful. The curriculum provides pupils with the knowledge and understanding they need to keep themselves safe, including when online. They develop leadership skills, taking on responsibilities such as being a school councillor.

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Governors understand the school well. They are well informed and actively involved in school life. They offer a good balance of challenge and support to school leaders.

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Staff feel valued by leaders. They know leaders will listen if they need support. They appreciate the school’s investment in their own professional learning.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In a few areas, there is inconsistency in the way the curriculum is taught. This means some pupils’ learning is not as successful as it should be. The school should further develop its teaching expectations of the curriculum content across the curriculum. This will mean all pupils learn to build on what they learn and, consequently, achieve consistently well across the curriculum. 26 and 27 March 2024

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 The strategies to manage behaviour are newly implemented. On occasion, some staff do not follow the school’s behaviour policy with enough consistency. This means, in some classes, learning is slowed down by the odd occurrence of low- level disruption. The school should continue to develop its behaviour systems to ensure a clear and consistent approach across all classes. This will mean learning can proceed without disruption across the whole school.

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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). 26 and 27 March 2024

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 18 and 19 September 2018, under section 5 of the Education Act 2005

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Information about this school

 The school runs its own wraparound care provision on the school site.  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.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors held meetings with the headteacher, the deputy headteacher, subject leaders, staff, members of the governing body and a representative from the local authority. 26 and 27 March 2024

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 Inspectors carried out deep dives in these subjects: early reading, mathematics and history. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke with teachers, spoke with pupils about their learning and looked at samples of pupils’ work. The lead inspector also listened to pupils read with a familiar member of staff.  Inspectors also considered curriculum documentation and spoke to pupils about their learning in science and music.  To evaluate the effectiveness of safeguarding, inspectors: 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.  Inspectors reviewed a range of documents, including behaviour logs, attendance records, pupil records, records of governors’ meetings, school development plans

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and school self-evaluation documents.  The inspection team considered the views of parents through responses to Ofsted Parent View. Inspectors gathered the views of pupils and staff through Ofsted’s pupil and staff surveys, as well as interviews and discussions conducted throughout the inspection.

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Inspection team

Jonny Wallace, lead inspector His Majesty’s Inspector

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Inspection team

Hannah Stoten His Majesty’s Inspector 26 and 27 March 2024

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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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