Beaufront First School

What Ofsted said

From the inspection on 21 April 2026

Pupils enjoy attending Beaufront First School. They attend regularly and arrive on time. Each morning, staff welcome pupils individually at the school gates. This provides pupils and their families with a chance to share important news. Pupils feel understood and supported because staff know them and their families well. Pupils, including those with special educational needs and/or disabilities, disadvantaged pupils and pupils known to social care, have their individual needs identified quickly and met well. Many pupils attend the school’s breakfast and after-school clubs, which helps them settle well at the start of the day and provides opportunities to develop their interests and character. At Beaufront, pupils behave well. They feel safe and well cared for. Breaktimes are joyful and harmonious. Pupils make full use of the school's natural outdoor environment. Some pupils enjoy tree-climbing, while others enjoy outdoor lessons including physical activities, forest school sessions and reading in the outdoor library. Children in the early years love listening to, and joining in with, sounds, rhymes and stories. In Reception, most children get off to a great start in phonics. All pupils read well and often. Some pupils do not develop fluency in handwriting and spelling work, and do not develop their knowledge of multiplication facts as quickly as they should. As a result, they do not always apply their knowledge confidently in their learning across different subjects. Pupils take part in visits that help them learn more. For example, after visiting an art gallery to see a painting by Claude Monet, pupils created artwork to share with their parents. Residential visits help pupils become more confident and independent. Pupils take part in activities in the local community, including exhibiting their work at a local fruit and vegetable show and attending a county show.

What the school should improve

• Leaders should strengthen curriculum delivery in writing and raise teachers’ expectations so that pupils spell accurately, form letters correctly and write fluently.
• Leaders should improve pupils’ knowledge and skills in mathematics, including their quick recall of multiplication facts.
• Those responsible for governance should strengthen their knowledge and expertise so that they are well informed about the school’s work, support leaders effectively and hold them to account.

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