Beech Hill Community Primary School

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About Beech Hill Community Primary School

Name Beech Hill Community Primary School
Ofsted Inspections
Headteacher Mr Chris Davidson
Address Dunstable Road, Luton, LU4 8BW
Phone Number 01582429434
Phase Primary
Type Community school
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 918
Local Authority Luton
Highlights from Latest Inspection

What is it like to attend this school?

Beech Hill Primary School is a happy and welcoming place. Pupils feel valued and cared for. They enjoy being at school, meeting their friends and learning in lessons.

Relationships between pupils, adults and families are positive. There is an inclusive environment that ensures pupils treat each other with respect and kindness.

Adults have high expectations of pupils.

Pupils know that they must work hard in their lessons. They are eager to share what they know and how they find things out. Many pupils say they 'love to learn' and that they enjoy school.

Playtimes are joyous times. There is a sea of smiling faces as pupils share their games and play to...gether. Pupils say that generally everyone behaves well and bullying hardly occurs.

If it does, pupils are confident that adults will manage any concerns effectively.

Many parents agree with their children and told us how happy they are with the school. They recognise how well leaders support pupils' development and learning.

One parent summed it up, saying, 'There are not enough words to say how happy I am with the school'.

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

Leaders have worked together to improve the school. They have tackled weaknesses identified at the previous inspection.

The headteacher has built a cohesive team. They have worked together to develop the curriculum. Staff appreciate this opportunity and feel valued for their contribution to what pupils are to be taught.

Curriculum leaders have thought about the important knowledge pupils need to learn. Starting from the early years, teachers give priority to developing pupils' language. Leaders have selected the key vocabulary that helps to build pupils' knowledge.

For example, in science, pupils use terms such as 'omnivores' to help them understand about food chains.

The curriculum sets out the order in which pupils will learn new ideas. In early years, children learn the expectations and routines well.

The curriculum is planned to build important foundations for children's learning. Children enjoy well-structured activities that help prepare them for Year 1 and beyond.

In most subjects, plans provide all the knowledge pupils need to remember.

Teachers make careful checks on pupils' learning. Leaders of these subjects have a secure grasp of how well their curriculum plans are working. This is not the case for all subjects.

Some leaders are new to their roles. They do not know whether teachers' subject knowledge is secure or if their plans are working well.

Teachers make effective use of resources to support pupils' learning.

Teachers ask useful questions to find out what pupils remember. Teachers change their plans to address any misconceptions pupils may have. As a result, pupils have a secure understanding of the things that they are learning.

Leaders place a high importance on reading. Phonics teaching is carefully planned. From the start of school, children learn different sounds letters make.

Books are well matched to the phonics pupils are learning. Staff make regular checks on pupils' progress. Pupils receive extra support to help them to catch up.

Leaders promote a love of reading across the school. Story times are regular features of the school day. Inspectors saw pupils captivated by stories as teachers read out aloud.

Each classroom has attractive book areas to encourage pupils' reading.

Pupils with special educational needs and/or disabilities (SEND) receive the support they need to access the curriculum. Teachers explain new concepts clearly.

They revisit previous teaching to help pupils to remember. Teachers adapt their plans to help pupils with SEND learn well.

Leaders plan enrichment opportunities as part of the curriculum.

These opportunities make a strong contribution to promoting pupils' personal development. Pupils are proud to serve as school councillors, sports ambassadors or eco warriors. Pupils learn how to express opinions and represent others.

They are well prepared in how to become a citizen in modern Britain.

Governors help to improve the school through their work with leaders. They ask searching questions to hold school leaders to account.


The arrangements for safeguarding are effective.

Leaders know their local community well. They ensure that pupils and staff understand the risks and challenges faced.

Pupils learn about important themes such as cyber bullying, drug misuse and gang exploitation. The family workers are effective. They provide a point of contact for vulnerable families and sign posting early help.

Staff are well trained. They understand how to identify signs of abuse and how to act upon their concerns. Leaders maintain detailed records and act upon the information they receive in a timely way.

Leaders work closely with other agencies to keep vulnerable pupils safe.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Most subject leaders are well trained and know how to check whether teachers understand how to deliver their plans effectively. However, this is not the case for those who are new to subject leadership roles.

New leaders do not have the skills to understand how to monitor their areas of responsibility. They do not know if their plans are delivered well by teachers. Leaders need to provide new leaders with the training that will help them fulfil their roles effectively so that all leaders have a secure understanding of the strengths and weakness of their planned curriculum.

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