Beeston Rylands Junior School

Name Beeston Rylands Junior School
Ofsted Inspection Rating Good
Inspection Date 29 April 2014
Address Trent Road, Beeston, Nottingham, Nottinghamshire, NG9 1LJ
Phone Number 01159178355
Type Primary
Age Range 7-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 174
Number of Pupils per Teacher 23.8
Local Authority 891
Percentage Free School Meals 18.4%
Percentage English is Not First Language 7.5%
Persisitent Absence 5.1%
Pupils with SEN Support 10.3%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school is smaller than average for a primary school. The majority of pupils are of White British heritage. The proportion of pupils from minority ethnic backgrounds is below average. The proportion of pupils who speak English as an additional language is below average. The proportion of pupils known to be eligible for support through the pupil premium is average. This is additional support for pupils known to be eligible for free school meals, and those in local authority care. The proportion of disabled pupils and those who have special educational needs supported at school action is above average. The proportion supported at school action plus or with a statement of special educational needs is average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics.

Summary of key findings for parents and pupils

This is a good school. Leaders have taken swift and successful action to tackle weaknesses identified during the previous inspection. This has led to improvements in teaching and pupils’ achievement. Pupils make good progress and achieve well. Their progress in reading is particularly good. Standards in reading, writing and mathematics have risen over recent years. Teachers make sure that the work they set is at the right level of difficulty for different groups of pupils. The most able pupils are given challenging work that supports their progress and helps them to achieve well. Staff use questioning well to help develop pupils’ thinking skills and to check their understanding. Disabled pupils and those who have special educational needs achieve well, with some making very rapid progress. Skilled staff use a wide range of resources to help these pupils to develop their skills in English and mathematics. Pupils are keen to learn and behave well. They say that they feel safe in school and are confident that staff are there to help and support them at all times. Governance is good. Members of the governing body have attended training sessions and developed their skills. They challenge senior leaders by asking searching questions about the school’s work. It is not yet an outstanding school because : There is not enough outstanding teaching to result in all pupils making rapid progress. Pupils’ presentation of work is sometimes untidy and staff do not always correct pupils’ mistakes in spelling, punctuation and grammar. At times, governors do not make enough use of external information on pupils’ progress to deepen their understanding of achievement across the school.