Beechview Academy

Inspection of Beechview Academy Guinions Road, High Wycombe, Buckinghamshire HP13 7NT

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

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The headteacher of this school is Laura Parry-Woolner. This school is part of the Marlow Education 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), Kevin Ford, and overseen by a board of trustees, chaired by Sarah Cooper. 8 and 9 July 2025

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What is it like to attend this school?

This is a school where pupils truly ‘learn, grow and thrive’. Pupils say that staff know them well. They feel safe and know that if they are worried about anything, there is a member of staff who will listen to them. Most pupils agree that ‘this is a kind school, where everyone is welcome’. Warm and positive relationships with staff are seen in abundance.

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What is it like to attend this school?

The school has high expectations for pupils’ education and provides them with a well-constructed curriculum. Although key stage 2 published outcomes in 2024 were not as strong as those achieved by pupils nationally, current pupils are progressing through the curriculum successfully. Pupils focus well and behave sensibly in lessons. They are proud of their work and of their achievements.

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What is it like to attend this school?

Pupils respect people from different cultures and backgrounds. They are tolerant of each other and value differing beliefs and opinions, especially when debating. Opportunities to explore themes such as ‘sustainable lifestyles’ are built into the curriculum, preparing pupils to be citizens of the world.

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What is it like to attend this school?

The school provides many enriching and exciting experiences, which enhance pupils’ learning. Pupils benefit from after-school clubs, such as musical theatre, cooking and sports. They also enjoy going to see the many performances at local secondary schools.

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

Reading is a high priority. The school takes every opportunity to promote pupils’ love of reading. Pupils look forward to reading the wide range of ambitious texts, which are threaded through the curriculum. Skilled staff make sure that pupils access the school’s phonics programme as soon as they start Year 3. They make sure that, where required, staff help pupils to segment and blend sounds so they can read words independently and with accuracy. Staff check pupils’ learning in phonics carefully. Any pupils who struggle receive extra help to help them to catch up quickly. Pupils read books which match the sounds they know. As a result, they learn to read fluently and with comprehension.

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

The school’s curriculum is broad and ambitious. It sets out the precise knowledge and skills pupils should learn and the order in which they will be taught. The key vocabulary is also well considered. The school is making sure that any historic gaps in how the curriculum is taught are addressed effectively. This means that pupils’ subject knowledge is becoming stronger. For instance, pupils in Year 4 confidently articulate the way in which aerodynamics of a paper plane can be affected by changing a variable.

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

Staff have strong subject knowledge. They typically teach the curriculum well. Nevertheless, sometimes the checks staff carry out on pupils’ learning do not inform future teaching activities well enough. Where this happens, pupils do not learn and practise the important ideas securely, this can lead to gaps in their understanding. The school is addressing this. 8 and 9 July 2025

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The needs of pupils with special educational needs and/or disabilities (SEND) are identified quickly. Staff use checks on pupils’ learning to support all pupils, including those with SEND. Overall, this supports pupils to access learning alongside their peers. Clear adaptions are in place to support SEND pupils achieve the full ambition of the curriculum.

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Pupils behave well in classrooms and around school. They engage positively in lessons. Some pupils who have complex behaviour needs are supported with clear strategies and resources. The school provides a range of emotional support for pupils who sometimes struggle in the classroom. This well-considered approach means that the number of behaviour incidents is reducing. The school monitors pupils’ attendance and staff work well to encourage pupils to attend. This is having a positive impact, particularly for the minority of pupils who are persistently absent, whose attendance is beginning to improve.

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The school works well to develop pupils’ strength of character. It provides many opportunities for pupils to develop their leadership skills. For example, pupils relish taking on a role, such as a school councillor or peer mediator. Pupils are positive citizens. They take part in community events, such as supporting local food charities. Pupils have a strong understanding of keeping healthy and safe, especially when online. They know that they are unique and that it is okay to be different.

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The school benefits from the support provided by the trust. Staff appreciate the opportunity to work alongside their colleagues in the trust and other schools. School leaders and the trust are mindful of staff well-being. Staff are proud to work at the school and celebrate its friendly and inclusive culture.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Sometimes, teachers do not check carefully enough what pupils are learning and do not address key gaps well enough. Where this happens, pupils do not secure the important ideas as well as they could. The school should continue to develop its approaches to assessment to ensure all staff are equipped to help pupils learn and achieve well across the curriculum. 8 and 9 July 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). 8 and 9 July 2025

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School details

Date of previous inspection 10 June 2024, under section 8 of the Education Act 2005

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Information about this school

 The school is part of the Marlow Education Trust.  The school currently uses one registered alternative provider.

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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. 8 and 9 July 2025

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 This was the second 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, deputy headteacher and other senior staff, including the special educational needs coordinator.  The lead inspector met with members of the trust and local governing body. He also met with the CEO.  Inspectors carried out deep dives in reading, mathematics, geography and design technology. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. They also considered a range of evidence from writing and other books.  Inspectors spoke with groups of pupils and observed behaviour at lunchtime.  To evaluate the effectiveness of safeguarding, the inspectors reviewed the single

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central record, took into account 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 took account of a range of other information, including the school’s own self-evaluation, the school development plan, school policies and minutes from the trust and governing board.  The inspectors took account of the views expressed through the online survey, Ofsted Parent View. They also took into account consideration of the online Ofsted pupil and staff surveys.

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Inspection team

Simon Woodbridge, lead inspector His Majesty’s Inspector

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Inspection team

Phillip Blagg Ofsted Inspector 8 and 9 July 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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