Beckfoot Heaton Primary

Inspection of a school judged good for overall effectiveness before September 2024: Beckfoot Heaton Primary Haworth Road, Bradford, West Yorkshire BD9 6LL

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Outcome

Evidence gathered during this ungraded (section 8) inspection suggests that the school’s work may have improved significantly across all areas since the previous inspection. The school’s next inspection will be a graded inspection.

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Outcome

The headteacher of this school is Zoe Mawson. This school is part of the Beckfoot Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Shirley Watson, and overseen by a board of trustees, chaired by John Winkley.

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What is it like to attend this school?

At Beckfoot Heaton, everyone works together to ensure that every pupil is able to have a ‘great life’. This includes having high expectations for how pupils behave and achieve. Pupils meet these expectations extremely well. From the early years through to Year 6, pupils thrive here. They achieve highly in all subjects. They also flourish in their personal and social development. Pupils are extremely well prepared for the next stage of their lives and education.

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What is it like to attend this school?

Pupils value their education. They relish the opportunity to learn new things and are excited by the school’s vibrant and rich curriculum. The school values of commitment, growth and integrity are woven into school life. They are understood and lived by the whole school community. Pupils even have their own song about them, which they sing with enthusiasm, pride and enjoyment.

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What is it like to attend this school?

The school is a happy and friendly place to learn. The school builds warm, caring relationships with children and families. This has built a strong sense of community between the school, pupils and their families. Parents and carers are positive about the school. Pupils feel safe and supported. Bullying is rare. Pupils are confident that if bullying did happen, staff would deal with it immediately. 25 and 26 March 2025

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

The school’s curriculum is engaging and well thought out. It is designed to build knowledge over time. Teachers skilfully connect the learning from each subject together. This helps pupils to understand more deeply and apply what they have learned. Pupils also benefit from a wide range of visitors and visits as part of their learning. They enjoy hands-on experiences like exploring the school forest and classifying living things. This helps them to remember more and write from experience. Teachers check pupils’ understanding and address any misconceptions. Pupils are well prepared for their next stage of education.

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

Reading is at the heart of the school. Pupils are enthusiastic readers. Teachers thoughtfully select diverse stories across the curriculum. These provide pupils with both mirrors of their own experiences and windows into a wider, diverse world. The teaching of reading is a priority. Right from the start, there is a clear focus on developing pupils’ phonics skills. Staff deliver the school’s phonics programme exceptionally well. The school carefully checks the sounds that pupils know. As a result, pupils learn to read very quickly. Staff identify pupils who are at risk of falling behind. They provide targeted support to help these pupils catch up.

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

In the early years, children benefit from a high-quality experience. Learning is delivered in an engaging and supportive environment. The curriculum is designed to establish strong foundations for future learning. Staff have excellent interactions with children. This enhances children’s development, particularly in language and early mathematical concepts. Learning is enjoyable, both indoors and outdoors. Children take part in exciting activities like gathering and counting the caterpillar’s food.

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

Pupils are polite and show courteous behaviour. Their positive attitudes towards learning ensure a focused environment, with minimal off-task behaviour. This ensures that classrooms are calm and productive. The school recognises that pupil attendance is not consistently strong for all pupils. However, they are taking swift and rapid action to work with pupils and their families. This is securing improvement in many pupils’ attendance.

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

The school ensures that pupils with special educational needs and/or disabilities (SEND) receive the very best care, support and challenge. It has ensured that staff have the knowledge and expertise to identify and help pupils with SEND. They adapt their teaching to help pupils overcome any barriers that pupils might face to their learning. This means that pupils with SEND receive the exact support they need and learn well.

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

The school’s provision for pupils’ broader development is a strength. For example, pupils know about world religions and the importance of religious festivals. This helps them to understand difference. Pupils are well prepared for life in modern Britain. Pupils actively participate in their school and community. They engage in projects and events that strengthen the local community. These include activities such as singing for elderly residents at local care homes. They also take on significant responsibilities in the school. For example, older pupils act as role models to support younger pupils. 25 and 26 March 2025

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Leaders drive continuous improvement across the school. They take the impact of workload on staff seriously. Staff are valued, supported and motivated. The local school committee and trustees support and check the impact of the school’s work. Along with trust leaders, they use strong monitoring and evaluation systems to ensure that the school is the best that it can be.

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Safeguarding

The arrangements for safeguarding are effective.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024, graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. 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’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection 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 first ungraded inspection since we judged the school to be good for overall effectiveness in November 2019.

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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. 25 and 26 March 2025

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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). 25 and 26 March 2025

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School details

Dates of previous inspection 13 and 14 November 2019, under section 5 of the Education Act 2005

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Information about this school

 The school is part of the Beckfoot Trust.  The school has provision for two-year-old children.  The school does not use any alternative provision.

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Information about this inspection

 Inspections are a point-in-time evaluation 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 met with the headteacher and other leaders in the school.  The lead inspector also met with representatives of the local school committee, the CEO of the trust and representatives of the trust board. 25 and 26 March 2025

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 Inspectors visited a sample of lessons, 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 considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors considered the responses to Ofsted Parent View, including the free-text comments. They also considered the responses to Ofsted’s online survey for staff. Inspectors spoke with groups of staff and pupils to gain their views about the school.

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Inspection team

Lee Wilson, lead inspector Ofsted Inspector

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Inspection team

Michael Rowland Ofsted Inspector 25 and 26 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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