Beaumont Lodge Primary School

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About Beaumont Lodge Primary School

Name Beaumont Lodge Primary School
Ofsted Inspections
Headteacher Mrs Dawn Solla
Address Astill Lodge Road, Beaumont Leys, Leicester, LE4 1DT
Phone Number 01162366925
Phase Primary
Type Community school
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 228
Local Authority Leicester
Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy attending Beaumont Lodge Primary School. They start the day ready to learn and enjoy their lessons. Parents appreciate the school's warm and welcoming atmosphere.

Pupils feel safe. They learn about online safety and how to lead healthy lifestyles.

Leaders have high expectations of all.

Relationships between pupils and adults are very positive. Pupils are polite and respectful. They behave well in lessons and around school.

They know that staff quickly sort out any problems and that bullying is not tolerated. Pupils feel that poor behaviour is rare and know that a member of staff is always available to listen to any worries they may h...ave.

Many pupils attend clubs in school and benefit from activities that develop their interests.

Pupils enjoy the football club and the range of sporting activities available at lunchtime. There are plenty of opportunities for pupils to get involved with the community around them. For instance, pupils learn about being active citizens by visiting a local care home.

They have taken part in a campaign to save the school grounds. Pupils debate and consider different viewpoints. The school makes sure that pupils learn about jobs that they might want to do in the future.

What does the school do well and what does it need to do better?

There is a shared ambition for all pupils, including those with special educational needs and/or disabilities (SEND), to learn as much as possible. Everyone has worked hard to improve the curriculum. Staff's subject knowledge has grown.

Most curriculum plans identify what pupils need to know and when. Usually, this is sequenced thoughtfully. For example, pupils learn about Anglo-Saxon society and culture before they learn about Viking raids in history.

Teachers deliver the curriculum well in most subjects. Occasionally, expectations of what pupils will learn are lower. As a result, pupils make slower progress in these subjects.

Pupils revisit what they have learned through regular memory tasks. This helps pupils know more and remember more. Teachers check to find out what pupils know.

In reading and mathematics, for example, teachers identify pupils who have gaps in their learning. These pupils receive extra support. In a few subjects, leaders have not yet developed a consistent approach to assessment.

As a result, teachers cannot be certain pupils' knowledge is secure before moving on to new learning.

Reading is a school-wide priority. Children begin learning to read as soon as they start in Reception.

All staff are well trained and teach daily phonics sessions effectively. Teachers make sure that books match the letters and sounds that pupils know. Pupils practise reading regularly to become more fluent.

Leaders identify pupils who may be falling behind in their reading. These pupils receive extra support to catch up. Many pupils appreciate the new library and like visiting it.

Teachers inspire them when they read to pupils every day.

Pupils with SEND access the full curriculum. Their needs are identified and assessed well.

Staff deliver carefully planned support in lessons. Teachers adapt their teaching to meet the needs of pupils with SEND. Work in books shows that pupils with SEND are learning the curriculum.

Children in early years learn the well-sequenced curriculum. They are ready for their next phase of learning in Year 1. Teachers know precisely what children need to learn next.

There is a sharp focus on developing children's communication and language skills. Children enjoy learning through well-planned activities. They play happily together and demonstrate well-developed social skills.

The school works closely with families to promote pupils' attendance. Expectations are clear, and support is given to reduce pupil absence. As a result, many families now ensure that their children attend school more regularly.

Pupils' personal development is enhanced in many ways. They enjoy fundraising for charities. Pupils learn about the importance of good mental health.

Current topics in the media prompt discussions. Pupils visit places of worship and learn about difference and diversity. While pupils enjoy these experiences, they do not always remember key knowledge.

For example, they do not talk confidently about British values.

Senior leaders have a good understanding of what is working well in the school and what needs to improve. Governors are well informed about the work of the school.

They hold leaders to account. Staff, including those new to teaching, say leaders consider their workload and well-being.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, leaders have not identified the key knowledge that pupils need to learn and the order in which they need to learn it. This means that pupils do not consistently build this knowledge in every subject. The school should continue to develop the curriculum in all subjects so that it is clear what pupils should know and remember at each stage of their education.

• Pupils do not have a secure understanding of British values, including tolerance and democracy. As a result, they are not fully prepared for life in modern Britain. The school should make sure that all pupils gain deep knowledge of British values and their distinctive place in society.

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