The Beacon Church of England (VA) Primary School

What Ofsted said

From the inspection on 13 January 2026

Leaders have not prioritised the necessary improvements in this school. They have not acted with sufficient urgency to address long-standing weaknesses. Appropriate action has not been taken to improve how well pupils learn across subjects. This is particularly the case in the early years, where children get off to a weak start to their education. Consequently, many younger children are not prepared for key stage 1. There is variation in the extent to which older pupils are supported to read well, to write fluently and to use and apply mathematics. This is of particular detriment to pupils with special educational needs and/or disabilities. Although leaders have taken some action to improve the curriculum in key stages 1 and 2, this is at an early stage of development. Consequently, too many pupils continue to achieve less well than they should. Despite these weaknesses, pupils enjoy coming to school and show positive attitudes to their learning. They speak proudly of being part of the ‘one big Beacon family’. Relationships between staff and pupils are positive and nurturing. The school’s vision, ‘living life in all its fullness’, is understood by pupils. Pupils treat others with kindness. Pupils value their friendships and know the importance of ensuring everyone is included. They treat each other with respect. Pupils consider bullying to take place rarely and know that adults will deal with it quickly if it does occur. This helps them to feel safe. The school has prioritised pupils’ personal development and wellbeing, which are at the heart of the school. A range of trips and experiences enrich the curriculum, such as visits to local caves to support geographical learning. Pupils appreciate the leadership roles available to them. These include wellbeing ambassadors, who look after the youngest children. Pupils understand the school’s wider vision of being a ‘good shepherd’. This encourages everyone in the school community to care for and support one another.

What the school should improve

• Leaders must identify, with precision, the key weaknesses that continue to limit the school’s effectiveness, particularly in the early years. Leaders and governors should then regularly check the impact of their actions to ensure that improvement work leads to rapid and sustainable change.
• Leaders must improve the quality of the early years to ensure that the curriculum meets the needs of children across the age range, taking into consideration their different starting points. Leaders must check that this is implemented effectively so that children are able to secure knowledge across all areas of learning to be well prepared for their next stage.
• Leaders must strengthen how they identify the most significant needs of pupils with special educational needs and/or disabilities (SEND). They must ensure pupils with SEND receive precise, well-matched support, including in the early years. Leaders should then check, with rigour, that this support enables them to learn the curriculum successfully so that they achieve well.
• Leaders must develop staff's expertise and subject knowledge so they accurately check how well pupils are learning the curriculum and adapt future teaching to build on what pupils know and can do.
• Leaders should make sure pupils are given the support they need to secure accuracy and fluency in reading and writing, checking with precision that support leads to better achievement so that pupils are prepared for their next stage.

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