Beehive Lane Community Primary School

Beehive Lane Community Primary School

Address: Beehive Lane, Great Baddow, Chelmsford, Essex, CM2 9SR Unique reference number (URN): 114996

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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

By the end of key stage 2, pupils achieve very well. This is seen in the consistently above average outcomes in national tests. This is also the case for disadvantaged pupils, who are well prepared for secondary school. Pupils learn equally well in subjects such as history, art and music too. Across the school, pupils with special educational needs and/or disabilities learn well. They secure the important knowledge they need to achieve and be successful.

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Achievement Expected standard

Pupils’ spoken language is particularly well developed. Pupils acquire, and can use, an ever- growing range of vocabulary to form well-crafted spoken responses, arguments and reasoning.

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Achievement Expected standard

While most younger pupils secure the important knowledge they need to become proficient readers and writers, some have gaps in this knowledge. These gaps are particularly apparent in pupils' spelling, handwriting and grammar. While these gaps are closing, leaders know there is more to do to ensure these pupils learn this important knowledge swiftly and securely.

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Attendance and behaviour Expected standard

Pupils attend very regularly. This has been the case for some years now, and high attendance continues. Leaders keep a close eye on attendance. If a pupil starts to miss too much school, leaders do not hesitate to address this. They draw upon a range of useful strategies, which include the use of external agencies, if needed, to put in place support for pupils and their families to help get attendance back on track. This is often successful and pupils' time in school begins to increase once more. Recently introduced processes and systems are adding even greater effectiveness to leaders’ work in maintaining high attendance.

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Attendance and behaviour Expected standard

Pupils behave very well in class and around the school. Positive relationships and calm learning environments permeate the school. The culture of mutual respect for one another is highly evident. These well-established features contribute positively to school life. Bullying is extremely rare, though dealt with quickly if any bullying or unkindness rears its head. Staff have welcomed the recently introduced and updated behaviour policy and approach. This is bringing greater consistency to the way staff support pupils, who may need additional guidance in managing their behaviour and emotions. While this work is still establishing, early signs are very positive.

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Curriculum and teaching Expected standard

The curriculum is well considered. It helps pupils to learn knowledge in a sensible order, building new learning on what they already know. On the whole, teachers teach well. They have sufficient subject knowledge to explain and model new concepts and ideas to pupils. This is especially the case when teaching the youngest pupils to read. Accurate and skilled phonics teaching ensures that pupils secure the important skills in learning to read well. Similarly, older pupils benefit from skilful teaching in subjects, such as design and technology, where teaching enables pupils to understand and explain, for example, the purpose and function of wheels and axles within product design. Pupils with special educational needs and/or disabilities benefit from careful adaptations to some of their learning and activities to ensure they learn the important knowledge and skills they need to be successful.

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Curriculum and teaching Expected standard

There are some inconsistencies in the quality of teaching across the school and in some subjects. At times, for example, teaching does not consistently identify and address pupils’ misconceptions. This is particularly the case with some younger pupils’ use of punctuation, spelling or grammar. This can lead to errors creeping into pupils’ knowledge and work in their books. Leaders know this and are taking the right actions to bring about further improvement.

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Early years Expected standard

Children settle well in the Reception class. They benefit from warm and caring relationships with adults. Not only do these interactions help children feel well cared for and safe, but they also help them to develop the important vocabulary and language they need to be successful. They learn and follow the routines of the classroom quickly. This is evident in the way they share, take turns and work together. They take responsibility for the equipment they use, knowing to choose it, use it and put it away.

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Early years Expected standard

Children learn to read well. Staff are skilled in helping children to grasp phonics knowledge, which they use to become accurate, fluent readers as they move towards the end of their time in Reception. Staff get to know children very well in Reception. This means that the additional needs of children with special educational needs and/or disabilities are quickly identified.

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Early years Expected standard

At times, children do not benefit from carefully designed activities to help them practise and consolidate their learning. While children benefit from the tasks they complete, leaders know that further refinement is needed to ensure activities focus sharply on the most important knowledge and skills children are learning.

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Inclusion Expected standard

Leaders have clear and useful systems in place to understand the needs of pupils. For example, pupils with special educational needs and/or disabilities (SEND) benefit from staff quickly understanding their needs. Consequently, individual support plans are clear. These guide staff to know the different strategies and adaptations pupils with SEND need to help them learn well. Leaders check carefully that provision for these pupils is working. If not, they make changes quickly to continue to benefit pupils’ learning.

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Inclusion Expected standard

Leaders use the pupil premium funding well. As a result, disadvantaged pupils receive well- tailored provision. This is to guide them, both academically and socially. Leaders use this additional funding on the right things that make the biggest impact for these pupils. Similarly, pupils who were previously looked after by the local authority are well supported. Staff understand their needs. Leaders have worked over time to raise academic ambition and, therefore, outcomes, for these pupils. There is a clear and shared understanding of the additional challenges these pupils face and how they can be supported. If it is in the best interests of individual pupils, leaders use alternative provision well to further support the needs of pupils.

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Leadership and governance Expected standard

Over the past few years, there have been some changes in the leadership of the school. At times, the school has been led by interim leadership arrangements that have ensured the school continued to provide well for pupils. The relatively recent arrival of the headteacher has brought stability, along with greater leadership capacity. Leaders are crystal clear on what is working well and where further improvement is needed. They are well underway with the job of bringing about these improvements for pupils by taking the right actions, in the right order, at the right time.

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Leadership and governance Expected standard

Governors undertake their statutory duties well. They have provided much support for interim leaders over the periods they were leading the school. They continue now to balance this support with ever-growing levels of challenge to make sure leaders keep the school moving forward.

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Leadership and governance Expected standard

Staff are proud to be part of the school. Much of this is due to the support and guidance they receive around their own workload and wellbeing. Along with this, they value the high-quality professional learning that they receive. This, in turn, helps them to improve their practice and refine what they do well. Teachers who are newer to the profession are well supported.

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Leadership and governance Expected standard

Leaders create and maintain positive relationships with parents and carers. They draw upon these positive relationships, where needed, to ensure pupils receive the most appropriate support and care. This is especially the case where pupils face additional barriers to their learning or wellbeing.

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Personal development and wellbeing Expected standard

Pupils benefit from a well-designed personal, social and health education programme. This means that pupils build their understanding and awareness of themes, such as relationships, safety and being a good citizen in a carefully considered manner. Pupils develop their grasp of important values, such as democracy, along with a strong moral code; they understand right from wrong.

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Personal development and wellbeing Expected standard

Through their time in school, pupils learn to appreciate and understand the views and beliefs of people from different cultures or with different religious beliefs. They enjoy finding out more about the similarities and differences between themselves and others. Through opportunities such as trips to the theatre, sporting events or local museums, pupils broaden their horizons and can see the world beyond the school gates. Pupils who need additional support with their wellbeing or in managing their emotions receive useful pastoral support. Whether on a one-to-one basis or through small group work, staff guide pupils to develop strategies they can use in their everyday lives.

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Personal development and wellbeing Expected standard

Pupils benefit from, and importantly enjoy, a range of clubs and enrichment opportunities. Whether musical, artistic or sporting, these help them to cooperate and communicate with others. Pupils who represent the school in sporting competition are proud to do so. School council members understand their role and know the contribution they make to improving the school for others. As they move through the school, pupils show a growing social responsibility.

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Personal development and wellbeing Expected standard

Pupils have an age-appropriate understanding of how to stay healthy. Younger pupils understand what makes a healthy diet. Older pupils consider ways to maintain their mental health and self-esteem. They understand the dangers they may face when online.

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

Kindness and friendship are values pupils hold close to their hearts. Pupils of all ages get along with one another. They chat happily in the dinner hall, play cooperatively in the playground and enjoy one another’s company. This means there is a highly positive feel to the school, where pupils are happy to be themselves. They know that if a problem arises, staff are on hand to help guide them to a resolution.

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

Pupils enjoy school. They attend regularly and look forward to their lessons. Because pupils behave so well, lessons proceed with little disturbance. Pupils concentrate in class. As they move through the school, they show ever more curiosity and enthusiasm for learning. By the time pupils leave at the end of Year 6, they are very well prepared, both academically and socially, for their move to secondary school.

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

It is not uncommon to hear music and tuneful singing through the school. Pupils delight in events, such as ‘Tuneful Tuesdays’, where they sing and learn about a range of musical genres. Pupils build their confidence through performing their talents, most recently to a packed Civic Theatre audience. Similarly, regular opportunities to share opinions, viewpoints and ideas, alongside drama performances such as the recent 'Macbeth' production, help pupils to develop a wide vocabulary and become ever more confident in speaking to others.

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

Importantly, pupils know how to stay safe. They have an age-appropriate understanding of how to keep themselves safe in the local community and when using electronic devices. Older pupils know the benefits and possible risks associated with artificial intelligence, including how to spot if an image may not be real. Pupils also develop a sense of responsibility, through carrying out roles, such as tuck shop monitors, team captains or school council representatives, for example. These opportunities guide pupils to understand the difference they can make to the school community, helping them to leave the school as well-rounded young people by the end of Year 6.

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Next steps

Leaders should continue to fully embed highly effective teaching across all subjects in the curriculum, in particular the way teachers identify and address misconceptions in pupils’ learning. Leaders should ensure that the small number of pupils in key stage 1 with gaps in their foundational knowledge are helped to close these gaps and learn well.

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Team inspectors:

Ceri Jones, Ofsted Inspector Vicki Webber, Ofsted Inspector

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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.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 7 July 2026

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Total pupils

Leaders should ensure that the activities children complete in the early years are precisely designed to help children practise, apply and secure their knowledge and skills across all areas of learning.

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About this inspection

The chair of the board of governors in this school is David Dodsworth.

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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 teacher and a range of other staff during the inspection. Inspectors also spoke with members of the governing board and a representative of the local authority.

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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 currently makes use of one alternative provision, including one that is unregistered.

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About this inspection

The headteacher joined the school in April 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 6 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 needs support 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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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2024/25 (final) 77% 75% Close to average

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average

2022/23 (final) 77% 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

2024/25 (final) 77% 72% 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 (final) 81% 74% Close to average

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average

2022/23 (final) 80% 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

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

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average

2023/24 (final) 50% 46% Close to average

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average

2022/23 (final) 50% 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

2022/23 (final) 67% 60% 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 (final) 50% 59% Close to average

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average

2023/24 (final) 67% 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

2024/25 (final) 50% 61% Close to average

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average

2023/24 (final) 67% 59% Close to average

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average

2022/23 (final) 67% 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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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

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

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

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