Beckfoot Nessfield

Inspection of Beckfoot Nessfield Nessfield Drive, Keighley BD22 6NP

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Requires improvement

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The headteacher of this school is Linda Hanson. This school is part of 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. 3 and 4 June 2025

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What is it like to attend this school?

Beckfoot Nessfield is a school, which deliberately places personal development on a par with academic achievement. Leaders are clear that one, without the other, does not support pupils to be successful in the next stage of their lives.

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What is it like to attend this school?

Pupils are explicitly taught about the importance of kindness and good manners. These attributes run throughout the school. Pupils are happy and safe. They get along well together. Bullying is rare. Pupils are confident that if they are worried about something, then staff will help them.

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What is it like to attend this school?

Behaviour in lessons and around the school is calm. Teachers can teach without lessons being disrupted. Pupils are learning increasingly effectively. Pupils are keen to learn new things and talk about their knowledge and understanding. They are becoming more confident to show this in their writing.

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What is it like to attend this school?

Pupils and staff are proud that this is a ‘no outsiders’ school. Pupils learn about the differences between them. They accept differences and treat people equally. They actively look out for each other.

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

Pupils get off to a strong start in the early years. In both early mathematics and phonics, pupils receive very effective provision that supports children to learn the foundational knowledge and skills necessary to be successful as they move through school. Adults carefully check what pupils know and make subtle adaptions to ensure that pupils learn the intended curriculum. Where, despite these subtle adaptions, pupils need additional teaching, they receive it. Outcomes in the year 1 phonics tests are consistently high.

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

The school has carefully identified the key knowledge and skills that it wants pupils to learn over time. Teachers have had the necessary support to develop their understanding of subjects where they were previously less confident. Pupils are able to talk confidently about what they have learned. Teachers are supporting pupils to express their learning more consistently in writing. Although it is not reflected in the school’s published outcomes, the strengthened curriculum is impacting positively on current pupils’ learning, particularly in reading and writing.

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

The school introduced a new mathematics programme just over two years ago. Those pupils who have been taught using this programme are learning effectively. Older pupils, however, have studied a mix of the previous programme and the new one. Many older pupils have gaps in their existing mathematical knowledge. Teachers identify these and address them in lessons. However, this limits the amount of time to spend practising new learning, which leads to new gaps. Approaches used to try and close these new gaps quickly are not always successful.

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

There are secure systems to identify pupils with special educational needs and/or disabilities (SEND). Where plans relate to behaviour support needs, these are used 3 and 4 June 2025

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consistently in classrooms to support pupils with their behaviour. Aspects of support related to supporting pupils to make academic progress are used less consistently. This variability is reflected in parents’ views about the support their children receive. The school has recently introduced ‘The Nest’ provision to support some pupils with SEND. Parents of pupils in this provision welcome their close involvement in shaping the support their child receives.

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Pupils demonstrate positive attitudes to school. They appreciate that ‘doing the right thing’, whether in terms of working hard, being kind to another or showing good manners, is recognised by adults. They value the house points they are awarded. The house rewards that these lead to help foster a sense of community across year groups.

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Systems to improve attendance have been successful. The school carefully identifies those pupils and families who need support. Effective pastoral support systems, including mental health counsellors and a project to ensure that all pupils have regular dental check-ups, are leading to increased attendance.

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Pupils benefit from an effectively taught personal development programme that is designed to reflect the challenges that pupils face. Pupils benefit from input from expert speakers, including basic first aid taught by the ambulance service. Pupils develop strong knowledge of the world and their place within it.

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A well-thought-out enrichment programme has been built into the regular school day. This ensures that all pupils benefit from a wealth of experiences to enhance their education, such as bike-ability, boxing and online workshops from museums around the UK. The school choir performs regularly at the local hospital. Members of the choir are proud that their actions help make those who may be less fortunate happy.

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The local school committee, the trust board and trust executive leaders have an accurate view of the school. They ensure that leaders get the support they need, particularly at a time where the school roll is reducing, to continue to improve and provide a high-quality education. Leaders ensure that staff’s workload is well managed. Staff value the fact that time is allocated to them for training when they need it.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 The support that pupils with SEND receive in the classroom is variable. As a result, some pupils are overly reliant, following assessments, upon additional teaching or interventions to learn the intended curriculum. Adaptions at the time of first teaching 3 and 4 June 2025

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could have rendered some of these interventions as unnecessary. The school should support all staff to adapt their teaching to support pupils with their learning.  In mathematics, some older pupils do not get sufficient opportunities to practise new learning. As a result, they do not gain a secure grasp of the curriculum. These gaps in knowledge and understanding are identified but steps taken to address them are not consistently effective and misconceptions reappear in later work. The school should ensure that pupils get sufficient opportunities to practise new learning and, where gaps exist, that they are addressed successfully.

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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). 3 and 4 June 2025

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School details

Dates of previous inspection 17 and 18 January 2023, 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 makes no use of alternative provision.  The school is in the process of moving from being a two-form entry primary school to a one-form entry primary school to take account of the changing demographics in the area.

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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. 3 and 4 June 2025

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 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.  Inspectors met with the headteacher and the deputy headteacher to discuss aspects of the school, including behaviour, attendance and personal development.  Inspectors met with the early years leader and visited nursey and reception provision.  Inspectors carried out deep dives in early reading, mathematics, physical education and history. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to pupils about their learning and looked at samples of pupil work. Inspectors heard pupils read.  Inspectors looked at a sample of pupils’ learning from a range of other subjects, including science, technology and geography.

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 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 spoke to groups of pupils formally, and informally, throughout the inspection to find out about their experiences in school.  Inspectors spoke to parents and considered the views shared through Ofsted’s Parent View survey.  Inspectors spoke with groups of teachers and considered the views shared in the staff survey.  An inspector met with members of the local school committee, members of the Trust board and executive leaders from the trust, including the CEO.

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Inspection team

Steve Wren, lead inspector His Majesty’s Inspector

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Inspection team

Shameem Hussain Ofsted Inspector 3 and 4 June 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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