Beaconside Primary and Nursery School

About Beaconside Primary and Nursery School Browse Features

Beaconside Primary and Nursery School

Name Beaconside Primary and Nursery School
Ofsted Inspection Rating Good
Address Hazel Road, Rubery, Birmingham, B45 9DX
Phone Number 01214533801
Type Primary
Age Range 3-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 240 (52.5% boys 47.5% girls)
Number of Pupils per Teacher 21.5
Local Authority Worcestershire
Percentage Free School Meals 10.1%
Percentage English is Not First Language 1.7%
Persistent Absence 3.8%
Pupils with SEN Support 8.8%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (08 June 2011)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.

Information about the school

Beaconside Primary is smaller in size than most primary schools. The majority of pupils are from White British backgrounds and the proportion whose first language is believed not be to be English is very low. The proportion of pupils known to be eligible for free school meals is below average. The proportion of pupils with special educational needs and/or disabilities, including those with a statement of special needs, is above average. This is because the school offers a specially resourced provision for special educational needs. There are currently eight pupils with autism registered at the specialist base and they attend lessons in the main school whenever possible. There is a school-based nursery and a pre-school nursery on site. The pre-school provision is not managed by the governing body and is, therefore, inspected separately.

Main findings

Beaconside Primary is a good and improving school where pupils’ achievements are valued and success is celebrated. Good teaching and an exciting curriculum provide many opportunities for pupils to try new things and discover the enjoyment of learning. Consequently, most pupils behave well, work hard and make good progress. The wide variety of activities and events organised by the school help to create a strong sense of community. Links with other organisations, coupled with the strong emphasis on outdoor and environmental education, enriches learning and promotes responsible attitudes. This means that pupils are well prepared for the next stage of their education. Pupils’ personal development is good and a caring ethos ensures that all pupils, especially those whose circumstances may make them vulnerable, are well looked after, and feel safe. Pupils do their best to adopt a healthy lifestyle and make a good contribution to school and community life. A few national and international links are developing and this is starting to provide pupils with a greater awareness of the wider world. The many positive comments received from parents, carers and pupils are indicative of the high level of confidence that they have in the school, with one parent saying, ’I am delighted with the care, attention, education and activities at Beaconside Primary. Children get off to a good start in the Nursery and Reception classes, where they progress well in all areas of learning because the teaching is good. The majority of teaching in other classes is also good. This means that most pupils make good progress and, by the end of Year 6, attain standards in English and mathematics that are above average. Improvements to the tracking and assessment of pupils’ progress mean that teachers are able to plan lessons that build effectively on prior learning. Assessment information is used well in lessons to adjust teaching and to monitor progress. Nevertheless, different classes use different systems. This inconsistent approach across the school means that the quality of feedback given to pupils about how they can improve their work is variable. Pupils with special educational needs and/or disabilities make satisfactory progress. This is because, while they receive some good support in lessons, planning to support learning for pupils in the specialist resource base is not always sharply focused enough on their specific academic needs. The headteacher’s enthusiastic drive to make the school better has been instrumental in bringing about the many improvements since the last inspection. He has created a climate of high expectation and a sense of shared purpose is now emerging. The school has experienced some staff absence recently and the roles of some key leaders are currently being reviewed. This is helping to establish clearly defined roles and responsibilities and bring greater accountability for leadership at all levels. As a result, teamwork has been strengthened and pupil progress is accelerating. Given the positive outcomes for pupils and the impact of strategies to improve teaching and learning, the school’s capacity for future improvement is good.