|Name||Beech Grove Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||25 June 2019|
|Address||Beechwood Avenue, Middlesbrough, TS4 3AP|
|Religious Character||Does not apply|
|Number of Pupils||469 (55% boys 45% girls)|
|Number of Pupils per Teacher||18.6|
|Percentage Free School Meals||58.6%|
|Percentage English is Not First Language||13%|
|Pupils with SEN Support||7%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is larger than the average-sized primary school. The vast majority of the pupils are White British. The proportion of pupils eligible for support through the pupil premium funding is well above that found nationally. The proportion of pupils with SEND is above that found nationally. The proportion of pupils with an EHC plan is above that found nationally. The school has provision for 16 pupils (eight in key stage 1 and eight in key stage 2) who have a diagnosis of autism spectrum disorder (ASD). Currently, 14 pupils attend the provision. The headteacher was appointed to the role in September 2018. The school has received support from the local authority to assist the school in addressing its priorities, particularly in reading, mathematics and early years.
Summary of key findings for parents and pupils
This is a good school There is a shared ambition across the headteacher, leaders, governors and staff to steer a course of ongoing development. Their well-focused actions ensure a sustained trend of improvement in pupils’ outcomes and personal development and welfare. Training and astute use of a range of external expertise and effective practice ensure that staff continue to develop their skills. Teachers have good subject knowledge. They plan and deliver work which matches pupils’ needs and interests effectively. Teaching assistants are skilled and deployed successfully. Evidence in books shows that current pupils make good progress across the curriculum. However, across school, the proportion of pupils who are working at higher standards in writing and mathematics is not high enough. Well-structured and effective teaching of phonics from early years and in key stage 1 ensures that, by the end of Year 1, pupils have strong phonics knowledge. Children make good progress through early years. Developments in the teaching of phonics, reading, writing and mathematics have had a positive effect overall on children’s outcomes. Senior leaders are currently reviewing aspects of early years assessment and approaches to monitoring. Effective use is made of additional funding to support disadvantaged pupils. This has a positive effect on their personal development and academic progress. While the attendance of these pupils is improving, it still lags behind that of other pupils in school and nationally. The special educational needs coordinator (SENCo) ensures that pupils with special educational needs and/or disabilities (SEND) receive well-tailored support. These pupils make good progress overall. However, the progress of some of these pupils is not strong enough in mathematics. Leaders and staff have ensured the curriculum successfully meets pupils’ needs. Following successful development of the reading and mathematics curriculums, leaders have now commenced a full curriculum review. Pupils’ personal development and welfare are a school strength. Staff ‘go the extra mile’ to help pupils thrive and develop positive learning attitudes. Developments in the curriculum are improving pupils’ academic progress as well as widening their horizons and aspirations. Staff expectations, caring, positive relationships and clear behaviour management approaches ensure that pupils’ behaviour is good. Attendance levels are rising, although they are below those of similar schools nationally.