Beeston Fields Flying High Academy

Inspection of Beeston Fields Flying High Academy Boundary Road, Beeston, Nottingham, Nottinghamshire NG9 2RG

p.1

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

p.1

The headteacher of this school is Angela Huthart. This school is part of Flying High Partnership, which means that other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Chris Wheatley, and overseen by a board of trustees, chaired by Neil Robinson. 17 and 18 June 2025

p.1

What is it like to attend this school?

Pupils at Beeston Fields Flying High Academy thrive in an aspirational and nurturing environment. They benefit from an exceptional quality of education. The school is ambitious for all pupils. It ensures that every pupil receives the support they need to succeed. This inclusive approach is embedded in the school’s ethos. As a result, pupils achieve well.

p.2

What is it like to attend this school?

Relationships are at the heart of the school’s work. Staff know pupils and their families incredibly well. Pupils feel safe and well cared for. They enjoy coming to school. Pupils consistently demonstrate positive attitudes towards their learning. They speak with pride about their own achievements and celebrate the successes of their peers. Pupils share, ‘We are all respectful and kind to each other here.’

p.2

What is it like to attend this school?

Behaviour is exemplary. The school has established clear routines and upholds consistently high expectations. As a result, both lessons and social times are calm and purposeful. Pupils are polite and friendly. They are highly motivated.

p.2

What is it like to attend this school?

The school fosters a strong sense of belonging. Pupils are encouraged to take on leadership roles. These include as subject champions, school councillors or being part of the school’s site maintenance team. These experiences help pupils to develop confidence and responsibility.

p.2

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

The early years provision provides children with an excellent start to their education. Staff are highly skilled in supporting children’s learning through high-quality spoken interactions. They model language and conversation for children, which children then use independently. Children follow their own interests and learn through play. Adults ask questions or make observations to prompt children’s thinking. The environment provides children with visual prompts which support their independent learning. Children are extremely well prepared for key stage 1.

p.2

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

There is an ambitious reading culture. Children start their reading journey in the early years. Language and reading are celebrated everywhere in the environment. ‘Spotlight authors’ introduce pupils to a range of different text types. Reading areas in classrooms suggest similar reads with the prompt, ‘If you like this book, you may like…’. This is one of many effective strategies which successfully develop pupils’ love of reading. Teachers read to pupils daily. The books they read are carefully chosen to expose pupils to a range of diverse cultures, themes and authors.

p.2

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

The curriculum is aspirational. In some areas, it exceeds the expectations of the national curriculum. The school prides itself on the mantra ‘consistency is comfort’. Teachers consistently present information clearly. They regularly check whether pupils have understood new content. When misconceptions do arise, content is always revisited. This supports pupils to know and remember more of the curriculum. Pupils can talk about their 17 and 18 June 2025

p.2

3

learning with confidence and explain how it links to what they have learned before. Pupils have mature attitudes towards their learning. They approach all tasks with determination to do their absolute best. A number of the school’s key stage 2 published outcomes are significantly above the national average.

p.3

3

The school’s arrangements for identifying, assessing and meeting the needs of pupils with special educational needs and/or disabilities (SEND) are highly effective. A variety of suitable adaptations are made to the curriculum to allow pupils with SEND to better access their learning. The school’s nurture provision provides therapeutic care and support for pupils with social, emotional and mental health needs. Pupils receive expert support to ensure that they are well prepared to learn and take a full part in school life. Pupils with SEND achieve very well because of the effective support arrangements and expert teaching that is in place.

p.3

3

The school’s personal development offer makes a significant contribution to pupils’ character development. The school’s culture prepares pupils to take part in both their lessons and social times. Pupils develop resilience because making mistakes is universally viewed as developmental. Pupils have a mature knowledge of British values and the characteristics that make people different. This is because these elements are a regular aspect of the school’s work. They are covered in lessons, assemblies, wall displays and spoken interactions. Pupils can explain in detail why discrimination of any nature should not be tolerated.

p.3

3

The school is exceptionally well led and managed. There are clear lines of communication between the trust board, the governing body and school leaders. Staff are incredibly proud to work at the school and serve their community. Leaders consider staff workload in all decision making. As a result, staff feel their well-being is considered. Staff speak highly of the training opportunities they access. They particularly value the chance to network with other professionals across the partnership. These opportunities have a highly positive impact on the quality of teaching. Leaders from the school, work across the trust, sharing their expertise and supporting others.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

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.

p.3

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 17 and 18 June 2025

p.3

Further information

You can search for published performance information about the school.

p.4

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). 17 and 18 June 2025

p.4

School details

Local authority Nottinghamshire County Council

p.5

School details

Dates of previous inspection 19 and 20 March 2024, under section 8 of the Education Act 2005

p.5

Information about this school

 The school is part of the Flying High Partnership.  The school does not make use of any alternative provision.

p.5

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.

p.5

Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 17 and 18 June 2025

p.5

6

 Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  The inspection team carried out deep dives in: reading, mathematics, science and art and design. For each deep dive, inspectors discussed the curriculum with leaders, visited lessons, spoke with teachers and pupils, and reviewed samples of pupils’ work.  Inspectors also discussed the curriculum in some other subjects.  The lead inspector listened to some pupils read to a familiar adult.  Inspectors met with leaders responsible for behaviour, attendance, personal development, early years and the provision for pupils with SEND.  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

p.6

6

safeguarding that puts pupils’ interests first.  Inspectors reviewed a range of documents, including the school’s self-evaluation and improvement plan. The inspector met with members of the local governing body and the trust board.  The inspector met with the director of quality assurance and school improvement and the CEO of the trust.  Inspectors considered the responses to Ofsted Parent View, including any free-text comments, as well as the results of Ofsted’s survey for school staff.

p.6

Inspection team

Luella Dhoore, lead inspector His Majesty’s Inspector

p.6

Inspection team

Kirk Hopkins Ofsted Inspector 17 and 18 June 2025

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7