|Name||Beeston Rylands Junior School|
|Ofsted Inspection Rating||Good|
|Inspection Date||29 April 2014|
|Address||Trent Road, Beeston, Nottingham, Nottinghamshire, NG9 1LJ|
|Religious Character||Does Not Apply|
|Number of Pupils||174|
|Number of Pupils per Teacher||23.8|
|Percentage Free School Meals||18.4%|
|Percentage English is Not First Language||7.5%|
|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.