Beaconhill Community Primary School

Beaconhill Community Primary School

Address: Langdale Drive, Beacon Hill Grange, Cramlington, Northumberland, NE23 8EH Unique reference number (URN): 122193

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Attendance and behaviour Expected standard

Leaders place a clear emphasis on the importance of regular attendance. They check attendance carefully and work closely with families when concerns arise. Staff know pupils and their circumstances well, enabling them to identify potential barriers to attendance and provide support at an early stage. This includes pastoral support and, where appropriate, engagement with external agencies. As a result, most pupils attend school regularly and benefit from the opportunities that school provides.

p.2

Attendance and behaviour Expected standard

The school is typically calm and orderly. Pupils behave appropriately in lessons and around the school site. They are polite to visitors and show respect towards adults and their peers.

p.2

Attendance and behaviour Expected standard

Positive relationships between staff and pupils underpin the school's approach to behaviour. Staff know pupils well and use this knowledge to provide appropriate support when needed. Leaders use effective systems to support pupils who require additional help to manage their emotions or behaviour.

p.2

Attendance and behaviour Expected standard

Pupils understand the school's expectations and generally respond positively to them. They show positive attitudes to learning and are keen to participate in classroom activities. Unkind behaviour and bullying are uncommon. Pupils are confident that staff will listen to them and take action if concerns arise. Consequently, pupils feel safe and supported.

p.2

Early years Expected standard

Children get off to a positive start in the early years. They learn in a welcoming environment where staff establish clear routines and expectations. Children feel safe, happy and confident. They settle quickly into daily activities and develop positive attitudes to learning. Staff know children well and create opportunities for them to play, explore and learn together.

p.2

Early years Expected standard

The early years curriculum is broad and appropriately ambitious. Leaders have identified the knowledge, skills and experiences that children need to be ready for Year 1. There is a clear focus on developing children's communication and language skills. Vocabulary development is woven throughout the curriculum. Staff introduce and reinforce new words through conversations, stories and purposeful activities. As a result, children become confident communicators.

p.2

Early years Expected standard

Staff make regular checks on children's learning and development. They use this information to adapt activities and provide additional support where needed. Leaders are quick to intervene when they identify that children require extra help. For example, children with speech and language needs receive timely support to help them develop their communication skills and access learning successfully. Staff work effectively with parents, carers and external agencies to ensure that children's needs are met. Children learn to read from the start of the Reception Year. Staff provide regular opportunities for children to develop their early reading knowledge and language skills. Children are typically well prepared for the next stage of their education.

p.2

Inclusion Expected standard

The school's welcoming ethos helps pupils to feel valued and accepted. Leaders are committed to ensuring that all pupils can access the curriculum and participate fully in school life. Staff know pupils and their individual circumstances well. They work to identify barriers to learning and wellbeing and provide additional support where needed. This helps pupils to feel included and enables many to engage positively with their education.

p.3

Inclusion Expected standard

Leaders have established appropriate systems to identify pupils with special educational needs and/or disabilities. Staff receive information about pupils' needs. They use strategies and adaptations to support them in lessons. Leaders check the impact of this support and make changes where necessary.

p.3

Inclusion Expected standard

Leaders work with external agencies and specialist services to secure additional support for pupils when required. They maintain positive relationships with families. This collaborative approach helps leaders to develop a clearer understanding of the support that some pupils require.

p.3

Inclusion Expected standard

Leaders use additional funding effectively to support disadvantaged pupils, both academically and pastorally. They are aware of the barriers that some pupils face and provide support to help reduce these. Leaders review the impact of this provision and adapt support in response to pupils' needs.

p.3

Inclusion Expected standard

The school uses alternative provision appropriately.

p.3

Personal development and wellbeing Expected standard

Leaders have designed a personal development programme that helps pupils to develop beyond the academic curriculum. Pupils learn about healthy relationships, how to stay safe and the importance of physical and mental wellbeing. They understand how to keep themselves safe online and know who to speak to if they have concerns. Staff provide effective pastoral support, and pupils trust adults to help them with any worries that arise.

p.3

Personal development and wellbeing Expected standard

Pupils benefit from a range of opportunities that broaden their experiences and interests. Sporting activities are popular and help pupils to develop teamwork, resilience and confidence. Leaders provide experiences that help pupils learn about the wider world and encourage them to consider different perspectives and cultures. These opportunities contribute positively to pupils' personal growth.

p.3

Personal development and wellbeing Expected standard

Pupils value the opportunities to contribute to school life. Members of the school council are proud to represent the views of their peers and take their responsibilities seriously. Through leadership roles and participation in school activities, pupils develop confidence and learn the importance of making a positive contribution to their community.

p.3

Needs attention

The school's programme supports pupils to understand respect, equality and fairness. Pupils learn about fundamental British values in an age-appropriate way and understand the importance of listening to and valuing the views of others. Relationships across the school are positive. Pupils work and play together well and demonstrate respect for those who may be different from themselves.

p.4

Needs attention

Leaders aim to ensure that pupils can develop their talents and interests through the opportunities available to them. Most pupils participate readily in the experiences on offer and speak positively about the activities they enjoy. As a result, pupils are developing the personal qualities that will support them in the next stage of their education and beyond.

p.4

Achievement Needs attention

Pupils' achievement is variable. Published outcomes show that pupils have not achieved as well as they should over time. In the most recent published key stage 2 national tests, disadvantaged pupils performed in line with other disadvantaged pupils nationally. However, this has not been the pattern historically. Outcomes for other pupils have remained below the national average in recent years.

p.4

Achievement Needs attention

Attainment in the Year 1 phonics screening check has not been in line with the national average. Some older pupils have not developed sufficiently secure foundations in reading at the earliest stages of their education.

p.4

Achievement Needs attention

Across the school, pupils do not consistently build and retain the knowledge they need to achieve well. Gaps in pupils' understanding mean that some are not able to apply prior learning successfully when introduced to new concepts. As a result, pupils are not as well prepared for the next stage of their education as they should be.

p.4

Curriculum and teaching Needs attention

Leaders have established a broad and increasingly well-sequenced curriculum. They have accurately identified the need to ensure that pupils build knowledge securely over time. There are examples of effective teaching in some areas of the school. Where this is the case, teaching helps pupils revisit prior learning, apply subject knowledge and use appropriate vocabulary. However, this stronger practice is not consistent across subjects and year groups.

p.4

Curriculum and teaching Needs attention

Teaching does not ensure that all pupils learn and remember the intended curriculum securely. Teachers do not consistently identify misconceptions in pupils' work or adapt teaching swiftly enough, particularly in mathematics and English. As a result, some pupils develop gaps in their knowledge while others are not challenged sufficiently. Some staff do not have sufficiently high expectations for pupils' writing. Consequently, some pupils do not make improvements in spelling, punctuation, grammar and vocabulary.

p.4

Curriculum and teaching Needs attention

In phonics lessons, staff generally follow the agreed programme. However, they do not intervene quickly enough to support lower-attaining pupils to apply their phonics knowledge accurately when reading. Additional reading and adult support are not consistently targeted well enough to improve pupils' fluency or address misconceptions promptly. Leaders have an accurate understanding of these weaknesses and recognise that pupils who fall behind do not catch up quickly enough. Although targeted phonics support has improved outcomes, effective intervention and consistent curriculum implementation are not embedded across the school.

p.4

Leadership and governance Needs attention

Leaders and those responsible for governance have been too slow to secure the improvements needed to raise pupils' achievement. Over time, too many pupils have underachieved because they have not developed secure foundations in reading, writing and mathematics. Leaders have not improved weaknesses in the curriculum and teaching quickly enough to ensure that pupils consistently acquire the knowledge and skills they need. Consequently, outcomes have remained below national averages in a number of important areas. Pupils have not been as well prepared for the next stage of their education as they should be.

p.5

Leadership and governance Needs attention

Leaders now have a more accurate understanding of the school's strengths and weaknesses. They have identified the right priorities for improvement and have begun to strengthen the quality of education in the school. However, much of this work is recent and it is too soon to see its full impact.

p.5

Leadership and governance Needs attention

Governors share leaders' ambition for pupils to achieve well. They understand the school's current priorities and provide support and challenge. However, governance has not been sufficiently effective over time in ensuring that weaknesses in pupils' achievement were identified and improved.

p.5

Leadership and governance Needs attention

Leaders successfully maintain a positive and caring school culture. Pupils feel safe and supported. Staff are broadly positive about the direction of the school and the support they receive. Leaders consider staff wellbeing and provide professional development opportunities to help staff develop their expertise.

p.5

Leadership and governance Needs attention

Leaders and governors are committed to securing the improvements that pupils need. Their current plans are focused on the right areas.

p.5

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

Pupils are happy and safe at this welcoming school. They enjoy coming to school and attend regularly. Staff know pupils well and provide caring support when needed. As a result, pupils feel valued and included in school life. Pupils typically behave well in lessons and around the school. They are respectful towards each other and understand the importance of kindness and consideration.

p.5

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

Over time, pupils' academic achievement has not been as high as it should have been. Pupils' attainment in national tests is not in line with national averages. Too many pupils have gaps in their knowledge and understanding. The foundations of learning, including the important knowledge and skills that pupils need to build on in future learning, are not fully secure. As a result, some pupils find it difficult to access new learning successfully and do not make the progress through the curriculum of which they are capable.

p.5

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

Leaders have taken steps to strengthen the curriculum and improve pupils’ achievement. However, this work is still developing and has not happened quickly enough. It has not had a sufficient impact on pupils' outcomes. Consequently, pupils are not as well prepared for the next stage of their education as they could be.

p.6

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

Nevertheless, pupils’ positive attitudes, strong relationships with staff and the wider opportunities available to them contribute well to their personal development. Many families appreciate the caring support that the school provides. Pupils are proud to be part of their school community. They benefit from a range of opportunities that broaden their experiences beyond the classroom. These include visits to places such as The Glasshouse. Hands-on learning on the beach is a particular highlight. Pupils value these opportunities to learn outdoors, develop confidence and work together. Through these experiences, pupils gain a wider understanding of the world around them and develop important personal and social skills.

p.6

Next steps

Leaders should take swift and effective action to improve the quality of the curriculum and teaching so that pupils achieve their full potential. Leaders should ensure that staff use assessment effectively to identify gaps in pupils' learning so that these can be filled and pupils' learning can move on more swiftly. Leaders should ensure that pupils secure basic skills in English and mathematics so that they are better prepared for their next stage of education.

p.6

About this inspection

The chair of the board of governors in this school is Philip Watters.

p.6

About this inspection

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

p.6

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.

p.6

About this inspection

Inspectors spoke with the acting headteacher, the acting deputy headteacher, other leaders and staff. An inspector met with 2 members of the governing body, including the chairperson. An inspector met with a representative from the local authority. Inspectors spoke with some parents and carers at the start of the school day.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

Team inspectors:

Ian Rawstorne, His Majesty's Inspector Nikkie Godbold, Ofsted Inspector

p.7

Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

p.7

Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 16 June 2026

p.7

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.

p.7

What does this mean?

The school uses one unregistered alternative provision.

p.7

What does this mean?

The school runs a breakfast club and after-school childcare provision.

p.7

What does this mean?

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

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

p.8

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.

p.8

What does this mean?

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

p.8

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.

p.9

What does this mean?

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

p.9

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.

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

Pupils reaching the expected standard in teacher-assessed writing

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

p.10

average

2024/25 (final) 74% 72% Close to average

p.10

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

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.

p.10

mathematics

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

p.10

average

2024/25 (final) 50% 47% Close to average

p.11

Disadvantaged pupils reaching the expected standard in reading

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

p.11

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

p.11

average

2024/25 (final) 69% 59% Close to average

p.11

average

2022/23 (final) 50% 58% Close to average

p.11

Disadvantaged pupils reaching the expected standard in mathematics

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

p.12

average

2024/25 (final) 56% 61% Close to average

p.12

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.

p.12

mathematics

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

p.12

Disadvantaged pupils reaching the expected standard in reading

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

p.12

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.

p.13

Disadvantaged pupils reaching the expected standard in mathematics

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

p.13

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.

p.14

national average

2024/25 (3 term) 5.4% 5.2% Close to average

p.14

national average

2023/24 (3 term) 5.2% 5.5% Close to average

p.14

national average

2022/23 (3 term) 6.6% 5.9% Close to average

p.14

Persistent absence

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

p.14

national average

2024/25 (3 term) 14.4% 13.0% Close to average

p.14

national average

2023/24 (3 term) 14.5% 14.6% Close to average

p.14

national average

2022/23 (3 term) 17.8% 16.2% Close to average

p.14

Exceptional

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

p.14

Strong standard

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

p.14

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.

p.15

Needs attention

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

p.15

Urgent improvement

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

p.15

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.

p.15

Urgent improvement

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.15

Urgent improvement

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.15

Urgent improvement

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

p.15

Urgent improvement

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

p.15