Beaufort Primary School

What Ofsted said

From the inspection on 20 January 2026

Pupils enjoy coming to this friendly and welcoming school. There is an atmosphere of mutual respect and support. Pupils are keen to meet the high expectations that leaders have for their behaviour and achievement. They follow instructions with thought and care. Children in the early years join in enthusiastically with the interesting range of activities that help them develop independence and self-confidence. Pupils, including those with special educational needs and/or disabilities, achieve well, including in national tests. They leave school well prepared for the next stage of their education. Behaviour is generally calm and respectful. Pupils know that adults will deal with any worries or concerns they may have. They feel safe in school and have no concerns about bullying or unkindness. Pupils recognise how the school helps them to mature over time and become self-reliant. At social times, pupils are full of happiness and joy. They thoroughly enjoy inventing challenges in the adventure area, solving puzzles under the gazebo and competing in sports activities such as hockey. Pupils are proud of their leadership roles, for example as eco councillors, chicken monitors, sports crew and school counsellors. They enjoy learning new skills and participating enthusiastically in clubs, such as gardening, art and sports. Pupils develop their musical talents as they learn to play a range of instruments. They care deeply for the environment. For instance, pupils participate in campaigns to reduce waste and encourage others to look after resources responsibly. Pupils develop a secure understanding of the wider world. They learn about different faiths and know that everyone should be treated fairly, whatever their beliefs or background. One pupil captured the views of many saying, 'We all make sure that we look after each other. We know that we are all different in lots of ways and that makes our school interesting.'

What the school should improve

• Leaders should ensure that staff are well trained to make timely adjustments in teaching so that disadvantaged pupils and those with special educational needs and/or disabilities develop fluent handwriting, writing and mathematics skills. • Leaders should ensure that teachers have the necessary expertise to check and address consistently the key gaps in pupils' knowledge and understanding, including in the early years, so that pupils deepen their learning and achieve highly in the curriculum. • Leaders should ensure that they use their analysis of attendance patterns more sharply to inform timely actions and effective support in order to secure sustained improvements in attendance and a rapid reduction in persistent absence, especially for disadvantaged pupils.

Read the full Ofsted report (opens in a new tab)