Beaumont Primary School

Beaumont Primary School Inspection report - amended

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105173 Unique Reference Number Bolton Local Authority 324174 Inspection number 22 January 2009 Inspection date Geoffrey Yates Reporting inspector

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This inspection of the school was carried out under section 5 of the Education Act 2005. The registered childcare, managed by the governing body, was inspected under section 49 of the Childcare Act 2006.

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Primary Type of school Community School category 4–11 Age range of pupils Mixed Gender of pupils Number on roll 217 School (total) 0 Government funded early education provision for children aged 3 to the end of the EYFS 0 Childcare provision for children aged 0 to 3 years The governing body Appropriate authority Mrs Michelle Moxon Chair Mrs Valerie Fryer Headteacher 2 November 2005 Date of previous school inspection Not previously inspected Date of previous funded early education inspection Not previously inspected Date of previous childcare inspection Wendover Drive School address Ladybridge Bolton Lancashire BL3 4RX 01204 652149 Telephone number 01204 332622 Fax number

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4–11 Age group 22 January 2009 Inspection date 324174 Inspection number

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Amended Report Addendum

tat changed to that and while changed to whilst

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Amended Report Addendum

This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated.

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Amended Report Addendum

Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. 2 of 9 Inspection Report: Beaumont Primary School, 22 January 2009

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Introduction

The inspection was carried out by two Additional Inspectors. They evaluated the overall effectiveness of the school and investigated the following issues:

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Introduction

■ provision for higher attaining pupils and for children in the Early Years Foundation Stage (EYFS) ■ the quality of the curriculum

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Introduction

■ how well the school promotes pupils' independence in learning.

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Introduction

The inspectors gathered evidence from lesson observations; looking at pupils' work; assessment information; documents; parents' responses to the inspection questionnaire; interviews and discussions with the headteacher, staff, pupils, parents and governors. Other aspects of the school's work were not investigated in detail, but the inspectors found no evidence to suggest that the school's own assessments, as given in its self-evaluation, were not justified, and these have been included where appropriate in this report.

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Description of the school

This average-sized primary school serves a private housing estate. The school's population is made up of White British and a high percentage of pupils of minority ethnic or mixed heritage. An above average proportion of pupils speak English as an additional language but there are no pupils at a very early stage of learning to speak English. The proportion of pupils with learning difficulties and/or disabilities is broadly average. The proportion of pupils who receive free school meals is below the national average. The school has achieved many awards including Healthy Schools status and the Activemark. A private out-of-school club is also on site. This organisation was the subject of a separate inspection and the report will be available on the Ofsted website.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 3 of 9 Inspection Report: Beaumont Primary School, 22 January 2009

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Grade: 2

This good school enjoys a well deserved reputation. Pupils' personal development is outstanding and this, together with the outstanding care they receive, contributes to their enjoyment of learning and good progress in lessons. The school provides an inclusive and welcoming environment, with all required safeguarding and child protection measures in place. The strengths from the last inspection have been maintained and built on. For example, a focus on improving standards in science for higher attainers has been highly successful. The school's assessment information shows that two thirds of Year 6 pupils attained above the expected level in 2008. The many written comments received echo the views of parents who said that their children love the school and enjoy all the opportunities provided. One parental comment sums up the views of many, 'My son is very happy in school.' Children make good progress in the EYFS and enter Key Stage 1 with skills that are above those

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Grade: 2

expected for their age. Standards at the end of Key Stage 1 are above average in reading, writing and mathematics year on year. Good progress is maintained across Key Stage 2 so that, by the end of Year 6, standards are consistently well above average. Pupils, including those with learning difficulties and/or disabilities and those who speak English as an additional language, make good progress in their learning in each key stage because the quality of teaching is consistently good. The good curriculum is well planned to cover English, mathematics, science, and information and communication technology. It also has strong features recognised in the achievement of national awards. There is scope in some of the other subjects to extend the opportunities for pupils to transfer their skills from one area of learning to another. The school recognises that, for instance, higher attainers do not always have enough opportunities to use

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Grade: 2

and develop their writing skills across the curriculum in order to raise standards even further. Excellent initiatives have been taken in teaching French across the school and in ensuring that music provision is of a high standard. The wider enrichment of the curriculum through after-school clubs, visits, visitors and residential trips also adds an extra dimension to pupils' learning. Pupils' transfer to high school, well equipped for the next stage of their lives. Their spiritual, moral, social and cultural development is excellent. Their very good appreciation and understanding of the great variety of cultures in Britain, and the wider world, typifies the school's strong and highly effective links that support the development of community cohesion well. The school's links with other schools, including the high school, are major strengths of provision. Pupils show in their acceptance of responsibility and their friendliness and care for

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Grade: 2

each other that they know how to contribute as members of the community. This important aspect of school life was more than adequately summed up by one child's comment: 'I have a dream of a peaceful world. No matter what colour hair or colour of skin we would all live together in harmony.' Pupils feel safe and well looked after, and are confident that their views are listened to and acted on. For example, the school council invites the chair of governors to its meeting to hear pupils' ideas for improving the school environment. From an early age, pupils know how to eat healthily, and they speak enthusiastically about the many opportunities to take exercise. For example, pupils enjoy skipping at playtimes, responding well to the recent skipping training initiative. Pupils' enjoyment is reflected in their good attendance and their outstanding behaviour around school and in lessons. Teaching and learning are good. Pupils are given plenty of opportunities to work independently.

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Grade: 2

There are very good relationships between staff and pupils. Teaching assistants provide good 4 of 9 Inspection Report: Beaumont Primary School, 22 January 2009 support. Lessons are well planned, have clear learning objectives and move at an appropriate pace to allow pupils to understand clearly what they are learning. They contain a good range of activities. For example, an outstanding lesson in Year 6 used a broadcast about the inauguration of the new president of the United States to develop pupils' understanding of how broadcasts are structured. The teacher's highly effectively questioning of pupils checked what they had learned, and pupils were bursting with enthusiasm to provide their ideas. Occasionally, teachers' expectations of how pupils present their work are not high enough. In all classes, teachers use group work well so that pupils can learn together and develop their speaking and listening skills, which they use with increasing confidence. Effective procedures

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Grade: 2

for setting targets for individuals and tracking improvement in their work have a positive impact on pupils' progress and standards. Leadership and management are good. The school knows itself well because its monitoring and evaluation procedures are robust and accurate. Despite staff changes and the unforeseen absence of some key members, the headteacher has ensured that pupils continue to receive a good standard of education. She has offered all leaders extra responsibility and more accountability, and they are rising to the challenge. There is a rigorous focus on equality of opportunity in this very inclusive school. Governors offer good quality levels of support and challenge to the school. They are very well informed. The good strengths in the quality of leadership, as demonstrated by the sustained impact on pupils' learning, confirm that the school has a good capacity to improve.

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Grade: 2

Children are happy, settled and enjoy coming to school, and their parents are overwhelmingly supportive. There is real strength in the level of care and focus on pupils' welfare, which are both of a high quality. Children enter the EYFS with skills and knowledge that are at least in line with what is typical for the age group. They make good progress and, as a result, achieve skills in all areas of learning that are above those expected by the time they are ready to join Year 1. Teaching and learning are good. Good use is made of assessment information. Strengths of the teaching are the ways that questioning really challenges children's thinking and that practical learning is supported well by stimulating resources. For example, adults use puppets very effectively to encourage children to explain what they feel makes a good friend. However, some of the planned activities, whilst of a good quality, are too teacher-directed and do not

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Grade: 2

always provide sufficient opportunity for pupils to take responsibility for their own learning. There is access to a safe outside area but its use as a valuable resource is not consistently planned into all areas of learning. Good leadership ensures that all staff work closely together to ensure that children's formal education gets off to a flying start.

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What the school should do to improve further

■ Ensure that pupils have plenty of opportunities to develop their skills across a range of subjects. ■ Ensure that the outside area is incorporated effectively into all areas of learning for children in the EYFS. 5 of 9 Inspection Report: Beaumont Primary School, 22 January 2009 .

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What the school should do to improve further

in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 6 of 9 Inspection Report: Beaumont Primary School, 22 January 2009

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Inspection judgements

School Overall Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate

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needs of learners?

Yes Effective steps have been taken to promote improvement since the last inspection How well does the school work in partnership with others to promote learners' well being? 2 The capacity to make any necessary improvements

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EYFS?

2 How well do children in the EYFS achieve? How good are the overall personal development and well-being of the children in the EYFS? 2 How effectively are children in the EYFS helped to learn and develop? 1 How effectively is the welfare of children in the EYFS promoted? 2 How effectively is provision in the EYFS led and managed?

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Achievement and standards

2 How well do learners achieve? 1 The standards 1 reached by learners How well learners make progress, taking account of any significant variations between groups of learners 2 How well learners with learning difficulties and/or disabilities make progress

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Achievement and standards

1 Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low. 7 of 9 Inspection Report: Beaumont Primary School, 22 January 2009

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learners?

1 The extent of learners' spiritual, moral, social and cultural development 1 The extent to which learners adopt healthy lifestyles 1 The extent to which learners adopt safe practices 1 The extent to which learners enjoy their education 2 The attendance of learners 1 The behaviour of learners 1 The extent to which learners make a positive contribution to the community How well learners develop workplace and other skills that will contribute to their future economic well-being

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learners' needs?

How well do the curriculum and other activities meet the range of needs and interests of learners? 1 How well are learners cared for, guided and supported?

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and supporting all learners?

How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education 2 How effectively leaders and managers use challenging targets to raise standards 2 The effectiveness of the school's self-evaluation 1 How well equality of opportunity is promoted and discrimination eliminated 2 How well does the school contribute to community cohesion? How effectively and efficiently resources, including staff, are deployed to achieve value for money The extent to which governors and other supervisory boards discharge their responsibilities Yes Do procedures for safeguarding learners meet current government requirements? No Does this school require special measures? No Does this school require a notice to improve? 8 of 9 Inspection Report: Beaumont Primary School, 22 January 2009

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Text from letter to pupils explaining the findings of the inspection

Inspection of Beaumont Primary School, Bolton, BL3 4RX What a good school you attend! I would like to thank you for being so friendly and welcoming when my colleague and I visited your school. It was great to see pupils in Year 6 conversing in French so very well and, also, how much you all enjoy school. Keep up the good attendance! Your personal development and the level of care you receive are both outstanding. This shows in how well you behave, your friendliness to visitors and each other, how well you learn and the high standards you reach. Those of you who kindly gave up some of your lunchtime to meet my colleague were excellent ambassadors for your school. Your school is well led, the staff have high expectations for your development and offer you a great range of activities and tasks to help you make such good progress. So, it is also congratulations to the staff, and also to your parents who give you so much help.

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Text from letter to pupils explaining the findings of the inspection

Your school is not one that stands still, but is always looking for ways to help you make better progress in your learning. Your teachers are going to look at making more links in learning between the subjects so that you can use skills learned in one area to learn more effectively in another. Children in the EYFS get off to a good start. However, we have asked the school to look for more ways of incorporating the outside area into the planned activities for children in the Reception class. All the very best and keep on working hard! 9 of 9 Inspection Report: Beaumont Primary School, 22 January 2009

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