Beech Street Community Primary School

Beech Street Community Primary School

Address: Beech Street, Winton, Eccles, Manchester, M30 8GB Unique reference number (URN): 105906

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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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Inclusion Strong standard

Inclusion sits at the heart of the school’s work. As a result, pupils with special educational needs and/or disabilities (SEND) and those who face challenge in their lives are valued and thrive. Leaders use well-considered systems to identify swiftly and skilfully the barriers that hinder some pupils’ learning and wellbeing. They consider the small steps necessary for individual pupils with SEND and those with additional emotional needs to achieve well. Leaders rigorously check the progress pupils make from their starting points. They provide well-matched personalised pastoral support in order to meet pupils’ needs effectively. Leaders communicate well with parents and carers.

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Inclusion Strong standard

Leaders have carefully considered the learning environment. Classrooms are adapted to meet pupils' individual needs to access learning. In addition, leaders have created spaces of calm in the Oak and Acorn rooms. Here, pupils receive individual support from well-trained staff that strengthens their learning and consistently improves their wellbeing.

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Inclusion Strong standard

Leaders work in close partnership with professionals to reduce pupils’ barriers. For example, speech therapists and educational psychologists provide staff with expert professional development. This means that pupils with SEND and those who are disadvantaged receive the right help at the right time. Leaders ensure the extra funding they receive through the pupil premium grant is used well to help disadvantaged pupils attend school more regularly and secure the basic skills they need for their future learning.

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Achievement Expected standard

Generally, pupils, including those with special educational needs and/or disabilities (SEND) and those facing challenge in their lives, achieve well across the curriculum from their starting points. Over time, the proportion of pupils who meet the expected standard in the Year 1 phonics screening check has risen steadily. As a result, pupils, including those with SEND, are securing the firm foundations that they need to read successfully and access the whole curriculum.

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Achievement Expected standard

Pupils’ attainment at the end of key stage 2 is broadly in line with the national average in reading, writing and mathematics. Most pupils achieve well in the Year 4 multiplication check. Overall, pupils demonstrate a secure understanding of the subjects that they have been taught. They use subject-specific vocabulary for science and history well. Typically, they can remember what they have learned. This ensures that pupils are well prepared for the next stage of learning.

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Attendance and behaviour Expected standard

Pupils’ attendance is broadly in line with the national average. This includes for those pupils with special needs and/or disabilities (SEND) and those who face challenge in their lives. Leaders understand the barriers that some pupils face to attending school each day. They provide appropriate support to reduce absence. As a result of leaders’ actions, including the innovative reward of a plastic duck for high class attendance, pupils now attend school more regularly than they did in the past. Fewer pupils are persistently absent.

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Attendance and behaviour Expected standard

Pupils behave well. They move around the building in a calm and orderly way. This enables learning to take place without disruption. Classrooms are purposeful and calm because pupils display positive attitudes to learning. Generally, they listen well to each other and to staff during their learning time. Bullying is rare and negative behaviour incidents, including any form of discrimination, are dealt with swiftly by leaders. Pupils are tolerant of others and recognise that some pupils may require more support to manage their emotions. Leaders follow guidance from the local authority to support pupils with SEND when necessary. As a result, those who face challenge in managing their emotions receive well-considered help and experience success.

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Curriculum and teaching Expected standard

Leaders have implemented an ambitious, vocabulary-rich curriculum that sets out what pupils need to learn and when this should happen. Leaders prioritise reading. They ensure that the books pupils read are well matched to their ability and interest. Typically, pupils, including those with special educational needs and/or disabilities (SEND), are taught to form letters correctly. Pupils demonstrate a secure understanding of number and access a range of mathematics resources that helps to secure their understanding. Overall, staff provide pupils with the guidance that they need to access their learning.

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Curriculum and teaching Expected standard

On the whole, staff design learning that enables pupils to learn the curriculum. They identify those pupils who are falling behind in their learning and help them catch up quickly through additional help. They adapt their teaching carefully to make sure that pupils with SEND and those with other barriers to learning can access learning. However, occasionally, teachers do not provide enough opportunities for pupils to deepen their thinking. Sometimes, they do not check pupils’ understanding closely enough. As a result, some pupils do not learn as well as they could.

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Curriculum and teaching Expected standard

Leaders have made recent changes to strengthen the basic skills curriculum, for example bringing in a daily reading programme for pupils to further develop a love of reading. Overall, leaders have a well-informed understanding of how well the curriculum is delivered.

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Early years Expected standard

Leaders have recently strengthened the early years curriculum to ensure that children learn and use new vocabulary well, apply early number better and gain greater confidence in their learning. The early years setting is a haven where children are safe, well cared for and happy. Leaders carefully consider, check and address the needs of children entering the provision, including those with special educational needs and/or disabilities (SEND) and those who face disadvantage. Well-trained staff work consistently well with parents and carers to support children who may struggle. They forge highly effective relationships. As a result, children’s wellbeing and welfare are supported effectively. Parents are overwhelmingly positive about their children’s experience in the early years.

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Early years Expected standard

Children show high levels of concentration as they engage with high-quality tasks across the well-resourced areas of learning. They behave well and follow routines as leaders intend. Purposeful interactions with staff promote the use of language, introduce new vocabulary and extend children’s thinking. For example, staff play number games with children to develop counting. They model turn-taking and caring behaviours through role-play activities. Children listen to stories and learn to read well using phonics. Typically, they learn to form letters accurately. These changes mean that children, including those with SEND, are achieving better than they did in the past. They are well prepared for Year 1.

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Leadership and governance Expected standard

Well-established leaders demonstrate a clear understanding of the school's context. They have identified the right areas to improve the school further. Leaders have taken action to enhance pupils’ achievement, particularly in phonics and in the early years. Their actions continue to increase pupils’ attendance. Leaders have designed provision carefully to meet the increasing needs of pupils with special educational needs and/or disabilities. They use advice from professionals in this area well. Typically, leaders undertake checks that improve teaching. Leaders' actions have removed many barriers that some pupils face. They provide support to vulnerable pupils and broaden pupils’ experiences through a well-considered enrichment offer.

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Leadership and governance Expected standard

Governors understand and carry out their statutory duties well. They are knowledgeable and well trained. Governors offer leaders appropriate challenge and support and are involved in strategic school self-evaluation. As a result, leaders are not complacent. Governors take actions in the best interests of the school and support leaders to manage resources effectively.

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Leadership and governance Expected standard

Leaders take account of the workload and wellbeing of staff. They ensure staff receive professional learning to improve their teaching. Leaders provide support to those who are new to leadership roles, and they help experienced teachers and leaders to develop their knowledge further. Overwhelmingly, staff feel supported by leaders.

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Leadership and governance Expected standard

Leaders work well as part of the wider community and with other schools. They represent other schools in safeguarding partnership roles. Parents and carers celebrate the actions of leaders. Those who shared their views recommend the school without exception. They say that leaders are approachable and that their children are cared for well and are safe.

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Personal development and wellbeing Expected standard

Leaders have implemented an ambitious programme to support pupils’ personal development and wellbeing. This is rooted in the values of the school. High-quality pastoral support helps pupils at times of need. Staff teach pupils to keep themselves safe through the delivery of age-appropriate lessons. Pupils know about healthy relationships and know trusted adults are there to help if they need support. Leaders take a proactive approach to promoting online safety. Pupils secure their understanding of digital risks. Year 6 pupils have developed an online safety contract for the home use of technology. As a result, online incidents outside school have reduced considerably.

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Personal development and wellbeing Expected standard

Generally, pupils show a secure understanding of what it means to live in modern Britain. They are taught about fundamental British values. Initiatives such as Jury Service Day, where Year 6 pupils visit court, examine evidence and debate cases, bring concepts such as the rule of law to life. This helps pupils understand and talk about justice and tolerance of others. Pupils are elected to positions of responsibility, such as school councillors and play leaders. Visits to places of worship are well supported by families and help pupils develop their understanding of and respect for different faiths. Cultural awareness days enrich learning and provide opportunities for pupils to celebrate heritage, beliefs and traditions.

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Personal development and wellbeing Expected standard

An extensive programme of enrichment activities further enhances pupils' experiences, including for pupils with special educational needs and/or disabilities and disadvantaged pupils. Leaders carefully track the high levels of engagement. Activities such as fencing, boccia, orienteering and team games provide opportunities for pupils to develop new interests and talents. Leaders provide a chess master for Year 4 pupils. Here, pupils show turn-taking, resilience and strategic thinking and apply their mathematical knowledge.

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Personal development and wellbeing Expected standard

Pupils value the enrichment opportunities available. Generally, they articulate the specific learning or purpose behind these experiences. As a result, pupils leave school as confident, respectful and well-rounded young people who are prepared for life in modern Britain.

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

Pupils, including those with special educational needs and/or disabilities (SEND) and those who face challenge in their lives, are proud of their school. From the early years upwards, pupils develop a genuine sense of belonging and feel safe. Pupils show care towards each other and play well together at social times. Playtime is energetic and joyful. Pupils take part in team games, look after the school guinea pigs and are creative in the mud kitchen. Older pupils spontaneously teach younger pupils dance routines while others choose quiet spaces to read and colour. Everyone is included. Pupils learn to be tolerant of others and understand that everyone has differing needs. They develop trusting and warm relationships with staff. As a result, pupils learn together in a happy, nurturing community.

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

Pupils who have barriers to learning, including those with SEND, have their needs identified and are supported well. This ensures that they learn alongside their peers.

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

Pupils follow routines and typically behave well around school. Any incidents of poor behaviour, including bullying, are dealt with swiftly. Those pupils who find managing their behaviour difficult are supported by staff to manage their emotions well. This improves their wellbeing. Pupils attend school regularly.

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

Pupils show positive attitudes to learning. They listen to each other in lessons and show increasing levels of independence. Pupils typically make the progress that they should through the curriculum and achieve well. Pupils learn to read using phonics and look forward to receiving a birthday book from ‘Bertha the vending machine’. They understand the

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Team inspectors:

Alison Lawson, Ofsted Inspector Helen Friend, His Majesty's Inspector

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Facts and figures used on inspection

importance of money and use number well. Pupils are encouraged to develop aspirations for the future by attending careers workshops.

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Facts and figures used on inspection

Pupils celebrate their achievement in sports, winning competitions in athletics and football. They join running club on a Friday and attend park runs. Pupils learn resilience through their Snowdonia and Peak District residentials. Most of all, they learn to become active citizens who care for and nurture others. Pupils are well prepared for the next stage of education.

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Next steps

Leaders should ensure that teachers consistently check pupils' understanding of what they are learning to help secure and deepen their knowledge further.

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About this inspection

The chair of the board of governors in this school is Nayna Ganatra.

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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

The inspection took place on 9 and 10 September 2026.

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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, other school leaders, staff, parents and carers. They also spoke to representatives from the governing body and 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 does not make use of any alternative provision.

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About this inspection

Headteacher: Ben Spedding 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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About this inspection

The inspector(s) used this data during the full inspection on 9 September 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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average

2024/25 (final) 66% 62% Close to average

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average

2023/24 (final) 57% 61% 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

2022/23 (final) 69% 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) 69% 72% Close to average

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average

2023/24 (final) 67% 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) 76% 74% 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) 43% 47% Close to average

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average

2022/23 (final) 41% 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 (final) 71% 63% Close to average

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national average

2022/23 (final) 71% 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

2022/23 (final) 59% 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) 64% 59% Close to average

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average

2022/23 (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

2023/24 (3 term) 6.2% 5.5% Close to average

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national average

2022/23 (3 term) 6.2% 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

2022/23 (3 term) 19.6% 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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