Beckington Church First School

Beckington Church First School

Address: Church Street, Beckington, Frome, Somerset, BA11 6TG Unique reference number (URN): 151283

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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

Pupils typically achieve well. Year 1 phonics screening check attainment, which is above the national averages over time, reflects this. Outcomes in the Year 4 multiplication check show an improving picture. Consequently, pupils are typically well prepared for their next steps and phase of education.

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Achievement Expected standard

Pupils generally develop the knowledge and skills they need across the wider curriculum. The work they produce illustrates this. Some pupils can articulate their learning well. For example, they group animals according to the foods they eat, using subject-specific vocabulary such as 'herbivore', 'omnivore' and 'carnivore'. However, some pupils do not consistently develop a detailed understanding of the important concepts that leaders intend them to learn. This hinders the progress that some pupils make across the curriculum.

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Achievement Expected standard

Pupils with special educational needs and/or disabilities and those with other barriers achieve well. The support they receive and adaptations to the curriculum support them to generally learn the fundamentals of reading, writing and mathematics.

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Attendance and behaviour Expected standard

Leaders have high expectations for pupils' attendance. All staff play an integral part to ensure pupils rarely miss a day of school. Over time, attendance for all groups of pupils is above the national average. Leaders are not complacent. They rigorously monitor attendance and identify trends and patterns before absence becomes a concern. Leaders work closely with families and pupils to overcome any barriers they have. These actions have secured improvement in the attendance of individual pupils, including those who are disadvantaged and pupils with special educational needs and/or disabilities.

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Attendance and behaviour Expected standard

Leaders have created a culture of high expectations for pupils' behaviour. The school's ethos and drive to 'be the best we can be' underpins this. Pupils typically follow routines well and contribute positively during lessons. Staff skilfully provide additional support for some pupils who struggle to manage their feelings and behaviour. This creates a productive learning environment where pupils learn without any disruption. Pupils do not tolerate any form of bullying. Playtimes and lunchtimes are harmonious and enjoyable. Pupils of all ages play well together. 'Peer supporters' ensure that everyone is happy and has someone to play with during social times.

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Curriculum and teaching Expected standard

Leaders have an accurate view of the quality of teaching and the curriculum. They have wasted no time to ensure that pupils benefit from a broad, balanced and well-sequenced curriculum. Leaders have organised this into a programme that suits the mixed-age structure of the school.

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Curriculum and teaching Expected standard

Reading is a priority for the school. Children learn to read as soon as they join in Reception Year. Staff implement the phonics programme well. They quickly spot any pupils at risk of falling behind and provide the necessary support to catch up. Leaders have a clear intent to strengthen the basic skills that pupils need to learn, particularly in letter formation, spelling and handwriting. The school has made great strides to address this. However, teachers do not consistently address errors of this kind.

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Curriculum and teaching Expected standard

Leaders provide teachers with an effective professional learning programme, so they have the subject knowledge they need. Teachers typically use this to ensure pupils understand the intended curriculum. Staff generally support pupils with special educational needs and/or disabilities and adapt the curriculum so that pupils know and remember more. Teachers provide opportunities for pupils to recall and revisit important knowledge. Despite this, the checks that teachers make on pupils' understanding are not as precise as they could be. This means that some misconceptions in learning persist for some pupils.

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Early years Expected standard

Leaders have designed an aspirational curriculum for children in the early years. Teachers adapt it to ensure children make effective progress from their starting points. Communication and language is a priority. Children enjoy listening to a wide and diverse range of stories, including through 'drawing club'.

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Early years Expected standard

Leaders have placed great emphasis on the teaching of reading. Children learn to read letters and sounds so they can read words. Opportunities within the classroom provision to revisit and practise their phonics knowledge are carefully designed. Generally, children learn to hold a pencil accurately, form letters and develop their handwriting skills. However, inaccurate letter formation is not consistently corrected, and some children continue to repeat the same inaccuracies.

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Early years Expected standard

Staff forge positive relationships with children. They know them well. This helps children to settle quickly and feel safe. Staff work closely with parents and carers to overcome any challenges or barriers they have. This includes children with special educational needs and/or disabilities. Adaptations to learning support these children to succeed. Leaders check on how well children keep up with the curriculum. Typically, they address any gaps in learning. As a result, children are generally well prepared for Year 1.

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Inclusion Expected standard

Leaders show a deep commitment to provide a highly inclusive environment. Recent improvement to the school's approach means that staff accurately identify pupils with barriers to learning, including those who are disadvantaged and those with special educational needs and/or disabilities (SEND). Leaders review the impact of the support pupils receive and typically make changes where needed. As a result, pupils generally make suitable progress from their starting points.

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Inclusion Expected standard

Professional learning opportunities for staff ensure they generally know how to adapt the curriculum to meet the needs of pupils with SEND and those with other challenges effectively. This includes working alongside specialist advisers, such as educational psychologists, speech and language therapists and the advisory service. These positive professional partnerships ensure that pupils typically succeed and access learning alongside their peers. Leaders use additional funding effectively to support disadvantaged pupils. They make well- informed decisions about how to allocate resources. Due to positive relationships with families, leaders understand what support individual pupils need in order to thrive. Leaders commission the use of alternative provision, which is bespoke to the individual needs of pupils. This is proving to be a success, and pupils generally achieve well academically and socially.

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Leadership and governance Expected standard

Leaders have brought stability, direction and aspiration to the school. They have an accurate and detailed understanding of the school's strengths and areas for future development. Leaders have responded positively to the many challenges they face to ensure that the most important aspects of the school's work are prioritised. The impact of this work is clear. Supported by the trust, leaders continue to strive for excellence. However, they know there is more to do to embed aspects of teaching and the curriculum.

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Leadership and governance Expected standard

The decisions leaders make are always in the best interest of pupils. Their tenacity and determination to ensure all pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, fulfil their potential are admirable. Trustees and the trust local committee hold leaders at all levels to account. There is a clear structure to ensure a balance of challenge and support.

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Leadership and governance Expected standard

Staff feel well supported by leaders to manage their workload and wellbeing. They know they are valued members of the school community. While there have been many changes to the curriculum, staff fully understand the need to improve. They benefit from the professional learning programme on offer to them that aligns with the school priorities and ongoing evaluation of the school's success and next steps.

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Leadership and governance Expected standard

Parents and carers value the small-family feel the school provides. Most parents appreciate the necessary changes that leaders have brought about. Parents also value the open and transparent dialogue that leaders provide about the school.

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Leadership and governance Expected standard

Those responsible for governance are highly knowledgeable. They successfully fulfil their statutory duties, including safeguarding. Trustees accurately understand the impact that additional funding is having on disadvantaged pupils. They hold leaders to account for the outcomes of all pupils, including those with barriers. Trustees work strategically with school leaders. They ensure the school uses resources well to sustain improvement.

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Personal development and wellbeing Expected standard

The school's personal development and wellbeing programme runs through the life of the school. Pupils know that staff care for them. Leaders tailor pastoral support to meet the needs of individual pupils. This means that pupils are ready for the day ahead.

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Personal development and wellbeing Expected standard

Pupils learn about people who are different to them. Carefully selected texts through 'the power of reading' teach children about significant individuals who make a difference to perception and society. For example, pupils talk knowledgeably about Bessie Coleman and the challenges she had to overcome to become a female pilot in the 1920s. Pupils know that fundamental British values ensure that everyone is treated as an equal and with respect. They experience democracy first hand when they vote for their peers to become members of the school council.

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Personal development and wellbeing Expected standard

The school offers many opportunities for pupils to explore new interests. Events such as science week and 'golf to kindness' open up new ideas and spark an interest in new experiences. Pupils are particularly proud when they represent their school in different events, including a local swimming gala. Leaders ensure that all pupils benefit from these experiences.

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Personal development and wellbeing Expected standard

The school's personal, social and health education curriculum teaches pupils about the important concept of consent and 'personal bubbles'. They describe a good friend as someone who is kind, trustworthy and puts in 'time and effort'. Pupils know how to keep themselves safe, including when online. They understand not to share any personal information with strangers and the risks of scams.

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Personal development and wellbeing Expected standard

Pupils develop a sense of character through the roles and responsibilities they hold. They are proud of such positions, including class monitor, librarian and hall monitor. Pupils know they can make a positive contribution to their school and its community.

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

Beckington Church First School sits at the very heart of the community it serves. Staff know and value each and every pupil. From the moment they arrive in the morning, staff greet pupils positively and help them to settle so that they are ready to learn. Pupils successfully live out the school's pledge, 'Kind words, kind actions, kind hearts'. This begins in the early years and ripples throughout the whole school. Discrimination of any form is not tolerated. Pupils know that trusted adults will help them with any worries or concerns. As a result, the school is a calm and safe environment for all.

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

Pupils attend school well. Absence levels are low because of the high expectations the school has for regular attendance. Staff ensure they understand their pupils and families. They have a detailed knowledge of any barriers pupils may face. This includes the early identification of pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged.

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

Most pupils achieve well. Pupils with SEND generally receive the support they need to progress well through the intended curriculum. Pupils are enthusiastic about their learning. Children in Reception Year develop a sense of curiosity as a result of the different range of topics they learn. Older pupils have positive attitudes to learning and are keen to contribute during lessons. As a result, pupils are typically well prepared for the next stage in their education.

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

Pupils benefit from the experiences the school provides beyond the academic. Older pupils' recent experience of a residential trip supported them to 'overcome their fears'. Pupils learn about the importance of teamwork and how to develop resilience in preparation for their transition into middle school. Opportunities for pupils to develop their interests and talents are carefully designed. Pupils talk enthusiastically about the many sporting events, such as

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Team inspector:

Stephen Wigley, Ofsted Inspector the interschool tag rugby competition. All of this broadens pupils' horizons and enriches their experiences.

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Next steps

Leaders should ensure that teachers incisively check on pupils' understanding to enable them to build a depth of knowledge across all curriculum subjects. Leaders should continue the work to secure the important knowledge and skills pupils need for future learning, particularly in letter formation, spelling and handwriting, so that pupils consistently apply these skills in their work across the curriculum.

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About this inspection

This school is part of the Bath and Wells Multi Academy 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), Nikki Edwards, and overseen by a board of trustees, chaired by Beverley Hobbs.

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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 executive headteacher, the head of school, the special educational needs and disabilities coordinator and a group of staff. They met with a representative from the trust. The lead inspector spoke to a governor, the deputy CEO and the chair of trustees.

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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 makes use of 2 unregistered alternative provisions.

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About this inspection

The school has undergone a significant change since the last inspection. The school joined the Bath and Wells Multi Academy Trust on 4 December 2024, and a new executive headteacher and head of school were appointed in February 2025.

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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.

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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. National average: 26.3%

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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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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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Persistent absence

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

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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

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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