Beckingham Primary School

Inspection of Beckingham Primary School The Limes, Beckingham, Doncaster, South Yorkshire DN10 4QN

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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 Good Previous inspection grade Good 9 and 10 July 2024

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What is it like to attend this school?

Beckingham Primary School does all it can to ensure that every pupil ‘THRIVES’. Leaders have high expectations. Pupils know that they are expected to model tenacity, hard work, respect, integrity, have vision and to show empathy and selflessness. Pupils do their very best to live up to these expectations. They are proud of the certificates and stickers that they earn for doing so.

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What is it like to attend this school?

Pupils behave well. They are attentive in lessons. Around school, they are considerate and look out for each other. They know the school’s ‘golden rules’ and explain how these help to make the school a happy place for everyone. They say that poor behaviour is rare. However, when it does occur, it is addressed quickly and successfully.

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What is it like to attend this school?

Pupils describe the school as inclusive. They know the different protected characteristics. They are adamant that any form of discrimination cannot be tolerated. They have a detailed understanding of British values. They know why these are important.

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What is it like to attend this school?

Pupils learn how to keep safe in a wide range of situations. They know how to stay safe in the community, online, around water, on roads and from fire. They know who to go to if they need help or support and are confident to do so.

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better?

The school has developed a curriculum that is designed to meet the needs of the pupils. It is working well. Across the vast majority of subjects, the curriculum is well planned and sequenced. It makes clear what pupils are expected to know at each stage of their education. Content builds cumulatively and logically over time. Pupils remember most of what they have learned. In some cases, they have an impressive recall. For example, a group of Year 4 and 5 pupils were able to explain what they had learned about states of matter over a year previously. They could explain changes in states of matter and some of the scientific processes involved, including evaporation and condensation. However, a very small number of subjects are not as well developed. In these subjects, the curriculum does not precisely set out the information that pupils are expected to commit to their long-term memory.

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better?

There is a strong focus on reading. Pupils develop a love of reading. They study a wide range of authors and genres. They talk eagerly about their favourite authors, including Charles Dickens. In-class rewards, the new reading shed in the playground and time to ‘drop everything and read’ motivate pupils to read often and widely. The ‘onesie upon a time’ event, where pupils spent an evening reading in school, was highly popular. The school’s phonics programme is well organised. It is taught consistently well. As a result, pupils who are at an early stage of learning are well supported in their development. 9 and 10 July 2024

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The school is ambitious for pupils with special educational needs and/or disabilities (SEND). These pupils are quickly identified get the help that they need to access and learn the same curriculum areas as their peers. They achieve well. The targets that the school sets for these pupils make clear the academic successes that are expected. However, in some cases, targets do not set out what the school will do to address the specific type of SEND that pupils have.

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Children get off to a good start in the early years. They are enthusiastic learners. They are happy and well looked after. Staff are skilled at helping children to improve their communication and language skills. The activities on offer help children to learn the curriculum and to recap what they have learned before. For example, one child eloquently described the New York skyline that he was sculpting in the sand pit, based on the work of ‘Cities and Towns’ that they had recently studied. The early years curriculum is, on the whole, well organised. However, in a small number of places, it sets out what children will do; it does not make clear the content that children are expected to know and remember.

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The school has developed a comprehensive and detailed curriculum for personal, social and health education (PSHE). Pupils learn about people, places and communities from around the world. They benefit from a wide range of visits, visitors and experiences that help to develop their cultural capital. Pupils are prepared well for life in modern Britain.

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At all levels, including governance, the school is well led and managed. The school has an accurate view of its strengths and areas for improvement. Leaders have brought around improvements in the curriculum, safeguarding and the physical environment. The views of staff and pupils are consistently highly positive. The views of parents and carers have improved significantly in recent years, to the point where all parents who responded to Ofsted’s Parent View survey would recommend the school to another parent. Beckingham Primary School sits at the heart of the community that it serves.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 A small number of subjects are not fully planned and sequenced. In these subjects, there are gaps in pupils’ knowledge and some misconceptions. The school should ensure that, across all subjects, the curriculum is fully planned and sequenced and results in pupils knowing and remembering content both consistently and accurately.  Some of the targets that are set for pupils with SEND relate purely to academic success. As such, they do not set out the small steps of progress that are 9 and 10 July 2024

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expected in relation to pupils’ specific areas of need. The school should ensure that targets for pupils with SEND set out the small steps of progress that pupils are expected to make in relation to their specific needs.  In a small number of places, the early years curriculum sets out what children will do as opposed to what they will learn. It does not make clear the precise things that children are expected to know or know how to do. This means that the school cannot be sure that children are meeting the important milestones as they progress through the Reception Year. The school should ensure that the early years curriculum, across all areas of learning, consistently sets out what children are expected to achieve at each stage through the Reception Year.

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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). 9 and 10 July 2024

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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

Dates of previous inspection 20 and 21 November 2018, under section 5 of the Education Act 2005

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Information about this school

 The school does not use any alternative education providers.

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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 that the school received since the COVID-19 pandemic began. Inspectors discussed the ongoing 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, curriculum leaders, leaders responsible for pupils with SEND, the early years leaders and groups of staff and pupils.  The inspectors carried out deep dives in four subjects: reading, mathematics, music and geography. To do this, they met with curriculum leaders, visited lessons, looked at pupils’ work and met with teachers and pupils. Inspectors also 9 and 10 July 2024

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spoke to leaders, looked at curriculum documentation and spoke with pupils about religious education, PSHE and science.  The lead inspector met with representatives of the governing body, including the chair and vice-chair. He held a telephone conversation with a representative of the local authority.  Inspectors took account of the responses to the Ofsted Parent View and staff surveys. An inspector spoke informally to parents outside the school.  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 school documents, including those relating to governance, behaviour and attendance. Inspectors scrutinised leaders’ plans for improvement and their assessment of the school’s effectiveness.

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 An inspector spoke informally to pupils in breakfast club, on the playground and in the dining hall.

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Inspection team

Vic Wilkinson, lead inspector His Majesty’s Inspector

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Inspection team

Shaheen Hussain His Majesty’s Inspector 9 and 10 July 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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