Beaumont Primary School

Inspection of Beaumont Primary School Wendover Drive, Ladybridge, Bolton, Lancashire BL3 4RX

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The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Early years provision Outstanding Previous inspection grade Good 11 and 12 March 2025

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What is it like to attend this school?

Pupils excel at this welcoming and inclusive school. They told inspectors that attending the school is like being part of ‘one big family.’

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What is it like to attend this school?

Pupils benefit enormously from kind and considerate staff. Pupils know that staff care for them deeply and that adults are there for them when needed. Pupils feel happy and know that they are in safe hands.

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What is it like to attend this school?

The school sets ‘no limit’ on what pupils can achieve. They are highly ambitious for pupils, including those with special educational needs and/or disabilities (SEND), and those where English is an additional language. Pupils rise to this challenge, typically achieving exceptionally well across the curriculum. This is also true for children in the early years, who are incredibly well prepared for Year 1 and beyond.

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What is it like to attend this school?

Pupils behave impeccably. They pride themselves on showing respect and kindness towards others. From shaking hands with visitors or wishing each other a good day, to older pupils befriending their younger peers, they are excellent representatives of their school.

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What is it like to attend this school?

Pupils learn to be extremely well-rounded and responsible members of the school community. They are encouraged to voice their ideas and opinions to influence school life positively. They show great pride in the many responsibilities that they have. For example, pupils develop leadership skills by being school prefects, librarians, play buddies, diversity, and eco-ambassadors.

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

The school has designed an exceptionally ambitious curriculum. It is highly developed and reflects a strong resolve that pupils will achieve all that they possibly can. Pupils gain the knowledge and understanding that they need rapidly and securely to become curious, confident, and motivated learners. Pupils are extremely well prepared for the next stage of their education and for life in modern Britain.

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

Teachers are supremely confident in the subjects that they teach. They pride themselves in explaining new ideas clearly. They excel in finding ways to help pupils remember important learning. In turn, pupils demonstrate an astounding level of knowledge and understanding. Teachers know pupils extremely well. They use this to shape learning expertly, by making learning relevant and meaningful. They also use carefully considered checks to identify where there might be gaps in pupils’ knowledge and to adapt lessons to meet pupils’ needs.

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

The importance of reading radiates throughout this school. As many pupils told inspectors, ‘This is a reading school.’ Books are central to the school’s unwavering commitment to bring the curriculum to life. Children in the early years learn to love sharing picture books with adults and with their friends. As soon as they start in the reception class, children learn letters and the sounds that these represent rapidly, through 11 and 12 March 2025

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very well-crafted activities. Staff use their specialist knowledge of early reading extremely effectively. Pupils achieve exceptionally well in their early reading. They become highly confident readers. Staff help pupils who find reading more difficult to quickly catch up and to read confidently and fluently.

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The school is highly ambitious for pupils with SEND. It identifies their additional needs accurately. This enables teachers to give these pupils the help that they need. The school ensures that pupils with SEND build their confidence and self-esteem. These pupils are successful and learn all that they should. They participate fully in a curriculum which is extremely well adapted to meet their needs. They also enjoy the same opportunities as their peers.

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Pupils are highly motivated and valued partners in their learning. They listen attentively to adults and engage enthusiastically in activities with their peers. They are keen to achieve their very best. The school prioritises attendance. Staff analyse and track absence thoroughly. An effective range of strategies ensure positive attitudes and habits towards attendance. These are centred around creating a strong sense of pupils, parents and carers belonging to the school community. Consequently, most pupils attend school regularly.

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The school prioritises and provides exceptionally well for pupils’ wider development. It provides pupils with rich opportunities to develop positive emotional health and well- being. Pupils enjoy deeply the many after-school clubs, including in sports, music, and the creative arts. Pupils are extremely well-informed about fundamental British values. They openly celebrate diversity. For example, pupils regularly demonstrate their empathy and understanding of each other’s differences.

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Governors share the school’s high ambition for pupils. The school engages effectively with staff by supporting them with their workload and considering their wellbeing effectively. For example, the school gives staff dedicated time to carry out their responsibilities, which staff appreciate greatly. As a result, staff develop pride in their work and the work of the school.

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The school prioritises working collaboratively with parents. Parents are effusive in their praise for Beaumont. They typically say that they are made to feel like partners in a school that is ‘fantastic.’ The commitment from staff to go above and beyond results in parents believing that their children are ‘truly at the heart of all they do.’

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Safeguarding

The arrangements for safeguarding are effective. 11 and 12 March 2025

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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.

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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). 11 and 12 March 2025

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 4 and 5 October 2023, under section 8 of the Education Act 2005

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Information about this school

 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. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024, will not be given an overall effectiveness grade.

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Information about this inspection

 Inspections are a point-in-time evaluation 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.  The inspectors carried out deep dives in these subjects: early reading, mathematics, and history. For each deep dive, inspectors held discussions about the curriculum, 11 and 12 March 2025

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visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  The inspectors also discussed the curriculum in some other subjects.  To evaluate the effectiveness of safeguarding, the 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.  The inspectors spoke with pupils about school life.  The inspectors spoke with the headteacher and deputy headteacher. They also spoke to other senior leaders, including the special educational needs coordinator and early years leader.  The inspectors held discussions with staff, which focused on the well-being and safeguarding of pupils.  The lead inspector met with members of the governing body, including the chair of the

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governing body. She also spoke on the telephone to a representative of the local authority and an independent school improvement partner.  The inspectors reviewed a range of documentation, including documents relating to school improvement.  The inspectors considered the responses to Ofsted’s Parent View, including the free- text comments. They also considered the responses to Ofsted’s online survey for staff. There were no responses to Ofsted’s online survey for pupils.

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Inspection team

Sue Eastwood, lead inspector His Majesty's Inspector

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Inspection team

Stephanie Swift Ofsted Inspector 11 and 12 March 2025

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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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