Beaufort Primary School

Beaufort Primary School

Address: Kirkland Avenue, Goldsworth Park, Woking, Surrey, GU21 3RG Unique reference number (URN): 140508

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Overall, pupils make secure progress through the curriculum. They typically achieve in line with the national average at the end of key stage 2. Leaders check carefully that pupils with special educational needs and/or disabilities (SEND), as well as those who are disadvantaged, succeed in their education. Most pupils leave the school ready to take on the challenges in the next stage of their education. This includes children in the early years, who are typically well prepared for key stage 1. Leaders have identified that some disadvantaged pupils and those with SEND find it difficult to record their work in depth and independently. This is because they have some inconsistencies in their foundational skills of handwriting, writing and mathematics. As a result, some disadvantaged pupils do not achieve quite as consistently well as they could.

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Attendance and behaviour Expected standard

Leaders routinely check pupils' attendance and generally take the appropriate actions to improve it. They quickly put support in place when concerns arise. Leaders also work effectively with parents, carers and external agencies to remove barriers before they become an issue. This approach helps many pupils attend more often. As a result, overall attendance is consistently in line with the national average. Leaders do not review attendance patterns for groups of pupils consistently. This means that attendance issues for some disadvantaged pupils are not identified and addressed as effectively as they could be.

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Attendance and behaviour Expected standard

Pupils behave well throughout the school. In lessons, they try their best, focus on their learning and generally take pride in their work. At social times, pupils are happy and mix well. Staff set a positive example and make sure pupils understand how they are expected to behave. Relationships between adults and pupils are kind, warm and respectful. Staff take every opportunity to nurture and celebrate positive behaviour. Pupils trust adults to deal efficiently with any worries or concerns they have. Leaders quickly identify pupils who need additional help to manage their behaviour or emotions and they provide timely and highly effective support.

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Curriculum and teaching Expected standard

Leaders ensure that pupils study a broad and ambitious curriculum. They have set out clearly the knowledge and vocabulary that pupils need to learn in each subject. The school provides pupils with meaningful opportunities to use and apply their learning. Leaders have a secure understanding of the curriculum. When necessary, leaders refine the curriculum to help pupils, including those with special educational needs and/or disabilities, to learn better.

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Curriculum and teaching Expected standard

Typically, the curriculum equips pupils with the knowledge and skills they need for future success. This includes in the foundations of reading, writing and mathematics. Reading is given a high priority. Leaders make sure that pupils who need extra help with their reading are supported well and catch up quickly. Staff take every opportunity to nurture and promote pupils' love of reading. Leaders make sure teachers have secure subject knowledge so that the curriculum is delivered well. They provide specific and tailored professional learning to help teachers to continually develop their practice. Teaching helps pupils to make links in what they have learned previously. However, sometimes teachers do not check and address key gaps in pupils' knowledge and understanding before introducing new learning. When this happens, some pupils do not learn as consistently well as they could.

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Early years Expected standard

Leaders have a clear and ambitious vision for the early years. They have taken decisive action to ensure that the provision gives children a positive start to school life. The curriculum builds so that children develop the appropriate knowledge and skills that they need to succeed. Staff assess children's starting points and use this knowledge to design tasks, including targeted support for language development. Interactions between adults and children are purposeful. They typically enable children to build personal, social and emotional knowledge, extend their vocabulary and grow in confidence.

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Early years Expected standard

The school ensures that children make a swift start to learning phonics. Teachers help children gain the knowledge they need to read and write with increasing accuracy and confidence. Disadvantaged children receive effective support and engage positively with their peers. Sometimes, staff do not check and address the key gaps in children's knowledge and understanding consistently before introducing new activities.

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Early years Expected standard

Children are happy and settled. They form positive relationships with adults, access resources independently and sustain concentration for extended periods. Parents and carers value the secure start their children receive. A high number appreciate the school's commitment to ensuring that there is well-considered and purposeful provision in the early years.

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Inclusion Expected standard

Leaders identify the needs of pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils quickly and accurately. They work constructively with staff, families and external professionals to ensure that pupils receive the right help at the right time. Leaders make sure staff receive useful training, including in specific areas such as speech and language and communication. This ensures that staff understand pupils' individual needs and how best to help them. Typically, staff provide well-considered support for pupils. As a result, the most disadvantaged pupils and pupils with SEND make suitable progress from their individual starting points. Leaders regularly check that any support or planned interventions are making a positive difference. They recognise that there are some occasional variations in the quality of support to reduce barriers in some aspects of these pupils' learning, such as handwriting, writing and mathematics.

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Inclusion Expected standard

Leaders' decisions are made in pupils' best interests. For instance, they use additional funding efficiently so that disadvantaged pupils and their classmates are generally successful in their learning. Leaders ensure that any alternative provision is suitable. They make sure that pupils' welfare and safety are central to any decisions they make about such placements.

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Leadership and governance Expected standard

Leaders and the trust are ambitious for the school. Their decisions are firmly rooted in what is best for pupils. Leaders have identified appropriate priorities to secure continued improvement and are taking purposeful action to strengthen the school further. They have a clear understanding of what is working well and where practice needs to improve. They use this knowledge effectively to guide their work.

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Leadership and governance Expected standard

Governors are committed to the school and know it well. They meet their statutory duties and provide leaders with appropriate support and challenge. Together, leaders and governors have an accurate view of the school's strengths and the areas that require further work. They make decisions that are in pupils' best interests, and especially so for the most disadvantaged. The impact of their work has led to improvements in teaching and pupils' achievement. Leaders recognise that some checks on some aspects of their work have not always given them the depth of information they need. They are strengthening their monitoring systems so they can respond more quickly and precisely to any emerging issues across the school.

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Leadership and governance Expected standard

The school places a firm focus on staff wellbeing and managing workload. Staff are unanimous in their praise for leaders' efforts in this area. They feel appreciated, supported and positive about working at the school. Leaders make sure that staff have access to high ‑ quality training, which strengthens expertise across the school. Teachers in the early stages of their career benefit from clear and personalised support that helps them to develop their classroom practice effectively.

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Personal development and wellbeing Expected standard

The values of respect, resilience, kindness, inclusivity, aspiration and honesty are central to school life. Pupils tend to live out these qualities in the way they behave and interact with each other. Leaders provide a clear and extensive personal development programme that helps pupils understand themselves and the world around them. Pupils think about their own beliefs, respect other people's views and talk about right and wrong in assemblies and lessons. They debate topics linked to the British values, such as individual liberty and mutual respect. Pupils also discuss current affairs with maturity. These experiences help pupils understand ethical issues and develop confidence when expressing their ideas.

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Personal development and wellbeing Expected standard

Pupils learn how to work well with others, solve problems and take part in activities that support the wider community. For instance, they organise litter ‑ picks, perform at local events, sing at the church nearby and raise donations for causes they care about. These opportunities help pupils to hone their social skills and understand the value of positive citizenship. Pupils also learn about different cultures, faiths and festivals, which strengthens their appreciation for diversity and their local heritage.

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Personal development and wellbeing Expected standard

The personal, social and health education curriculum teaches pupils how to look after their physical and emotional wellbeing. They have a well-rounded understanding of healthy relationships, consent, different families, and how to stay safe both online and offline. Pupils learn about the benefits of a healthy lifestyle and exercise.

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Personal development and wellbeing Expected standard

Overall, pupils, including disadvantaged pupils and those with special educational needs and/or disabilities, take part in a wide range of enrichment activities in music, art and sport. Through the annual careers fair they meet professionals who broaden their understanding of future careers and raise their aspirations. Leaders check participation carefully and remove barriers so all pupils can access these opportunities. These experiences help pupils build character, develop resilience and prepare positively for life beyond school.

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What it's like to be a pupil at this school

Pupils enjoy coming to this friendly and welcoming school. There is an atmosphere of mutual respect and support. Pupils are keen to meet the high expectations that leaders have for their behaviour and achievement. They follow instructions with thought and care. Children in the early years join in enthusiastically with the interesting range of activities that help them develop independence and self-confidence. Pupils, including those with special educational needs and/or disabilities, achieve well, including in national tests. They leave school well prepared for the next stage of their education.

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What it's like to be a pupil at this school

Behaviour is generally calm and respectful. Pupils know that adults will deal with any worries or concerns they may have. They feel safe in school and have no concerns about bullying or unkindness. Pupils recognise how the school helps them to mature over time and become self-reliant. At social times, pupils are full of happiness and joy. They thoroughly enjoy inventing challenges in the adventure area, solving puzzles under the gazebo and competing in sports activities such as hockey. Pupils are proud of their leadership roles, for example as eco councillors, chicken monitors, sports crew and school counsellors. They enjoy learning new skills and participating enthusiastically in clubs, such as gardening, art and sports. Pupils develop their musical talents as they learn to play a range of instruments. They care deeply for the environment. For instance, pupils participate in campaigns to reduce waste and encourage others to look after resources responsibly.

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What it's like to be a pupil at this school

Pupils develop a secure understanding of the wider world. They learn about different faiths and know that everyone should be treated fairly, whatever their beliefs or background. One pupil captured the views of many saying, 'We all make sure that we look after each other. We know that we are all different in lots of ways and that makes our school interesting.'

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Next steps

• Leaders should ensure that staff are well trained to make timely adjustments in teaching so that disadvantaged pupils and those with special educational needs and/or disabilities develop fluent handwriting, writing and mathematics skills. • Leaders should ensure that teachers have the necessary expertise to check and address consistently the key gaps in pupils' knowledge and understanding, including in the early years, so that pupils deepen their learning and achieve highly in the curriculum.

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Team inspectors:

Chris Toye, Ofsted Inspector Caroline Clarke, Ofsted Inspector Deirdre Crutchley, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place. • Leaders should ensure that they use their analysis of attendance patterns more sharply to inform timely actions and effective support in order to secure sustained improvements in attendance and a rapid reduction in persistent absence, especially for disadvantaged pupils.

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About this inspection

This school is part of The SWAN 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), Elaine Cooper, and overseen by a board of trustees, chaired by Ian Girdler.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty's Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, senior leaders and some staff. The lead inspector also met with the CEO, the director of education, the chair of trustees, a trustee, the chair of governors and 3 governors during the inspection. An inspector also spoke on the telephone with staff from one registered alternative provision and one unregistered alternative provision.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school uses one registered alternative provision and one unregistered alternative provision.

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About this inspection

The headteacher started in his role in September 2025.

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About this inspection

Headteacher : Jim Usher This data is from 20 January 2026

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2024/25 (revised) 68% 62% Close to average

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average

2023/24 (final) 64% 61% Close to average

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average

2022/23 (final) 58% 60% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2024/25 (revised) 79% 75% Close to average

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average

2023/24 (final) 78% 74% Close to average

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average

2022/23 (final) 78% 73% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2023/24 (final) 74% 72% Close to average

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average

2022/23 (final) 68% 71% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (revised) 75% 74% Close to average

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average

2023/24 (final) 72% 73% Close to average

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average

2022/23 (final) 75% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2023/24 (final) 47% 46% Close to average

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average

2022/23 (final) 40% 44% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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national average

2024/25 (revised) 58% 63% Close to average

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national average

2023/24 (final) 68% 62% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2024/25 (revised) 50% 59% Close to average

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average

2023/24 (final) 63% 58% Close to average

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average

2022/23 (final) 60% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 53% 59% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (2 term) 5.4% 5.2% Close to average

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national average

2023/24 (3 term) 4.9% 5.5% Close to average

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national average

2022/23 (3 term) 5.5% 5.9% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2024/25 (2 term) 14.2% 13.3% Close to average

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national average

2022/23 (3 term) 12.3% 16.2% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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