School etc

Beanfield Primary School Closed - for academy Aug. 31, 2012

see new Beanfield Primary School

Beanfield Primary School
Farmstead Road

phone: 01536 *** ***

headed by: Mrs Carolyn Wilson


school holidays: via Northamptonshire council

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
Open date
Sept. 12, 2005
Close date
Aug. 31, 2012
Reason open
Result of Amalgamation
Reason closed
For Academy
OSGB coordinates
Easting: 486377, Northing: 288443
GPS coordinates
Latitude: 52.487, Longitude: -0.72937
Accepting pupils
3—11 years old
Ofsted last inspection
Dec. 1, 2010
Region › Const. › Ward
East Midlands › Corby › Beanfield
Urban > 10k - less sparse
SEN priorities
SLD - Severe Learning Difficulty
PMLD - Profound and Multiple Learning Difficulty
ASD - Autistic Spectrum Disorder

rooms to rent in Corby

Schools nearby

  1. Beanfield Infant School NN180LJ
  2. Beanfield Junior School NN180LJ
  3. Beanfield Primary School NN180LJ (543 pupils)
  4. 0.1 miles Beanfield Community College NN180NG
  5. 0.3 miles St Brendan's Catholic Junior School NN180AZ
  6. 0.3 miles St Brendan's Catholic Primary School NN180AZ (307 pupils)
  7. 0.3 miles Maplefields School NN180TH (100 pupils)
  8. 0.5 miles Our Lady and Pope John Catholic Secondary School NN180TF
  9. 0.6 miles The Kingswood School NN189NS
  10. 0.6 miles Kingswood Secondary Academy NN189NS (1182 pupils)
  11. 0.7 miles Kingswood Community Junior School NN189BE
  12. 0.8 miles Corby Kingswood Primary School NN189BE
  13. 0.8 miles Hazel Leys Nursery and Primary School NN180QF (259 pupils)
  14. 0.8 miles Hazel Leys Junior School NN180QF
  15. 0.8 miles Hazel Leys Infant School NN180QP
  16. 0.8 miles Maplefields School NN180QP
  17. 0.8 miles Kingswood Primary Academy NN189BE (257 pupils)
  18. 0.9 miles Woodnewton Junior School NN172TX
  19. 0.9 miles Woodnewton- A Learning Community NN172NU
  20. 0.9 miles Woodnewton- A Learning Community NN172NU (865 pupils)
  21. 1 mile St Patrick's Catholic Primary School, Corby NN189NT (254 pupils)
  22. 1 mile Danesholme Junior School NN189DT (363 pupils)
  23. 1.1 mile Danesholme Infant School NN189DT (313 pupils)
  24. 1.1 mile Lodge Park Technology College NN172JH

List of schools in Corby

Beanfield Primary School

Inspection report

Unique Reference Number 134900
Local Authority Northamptonshire
Inspect ion number 360654
Inspect ion dates 1–2 December 2010
Reporting inspector Linda Killman HMI

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary
School category Community
Age range of pupils 4–11
Gender of pupils Mixed
Nu mber of pupils on the school roll 390
Appropriate authority The governing body
Chair Gill Broughton
Headteacher Carolyn Wilson
Date of previous school inspection 9 November 2009
School address Farmstead Road
NN18 0LJ
Telephone number 01536 262000
Fax number 01536 408629
Email address reveal email: H…
Age group 4–11
Inspect ion dates 1–2 December 2010
Inspect ion number 360654


This inspection was carried out by one of Her Majesty's Inspectors and two additional
inspectors. They observed 16 part-lessons and the same number of teachers. Meetings
were held with groups of pupils, parents and carers, representatives from the Interim
Exective Board (IEB) and the local authority and staff. Inspectors observed the school's
work and looked at assessment data, a range of improvement plans, policies and the
school's evaluations of progress. The responses to pupils' and staff questionnaires were
considered and 46 parents' and carers' questionnaires were analysed.
The inspection team reviewed many aspects of the school's work. It looked in detail at the

  • Whether pupils in Key Stage 2, especially boys, are gaining ground rapidly enough to
    bring them closer to reaching national averages in English, mathematics and science.
  • The extent to which the curriculum is suitably adapted to meet the needs and
    interests of individuals and groups and provides pupils with their full entitlement.
  • Those aspects of care, guidance and support lead the school to evaluate the
    provision as good.
  • The effectiveness of leaders and managers in addressing the weaknesses identified
    in the last inspection and in setting ambitious goals for further improvement,
    including in the Early Years Foundation Stage.

Information about the school

This primary school is larger than most others of its kind. Most pupils are White British
with a lower than average percentage from a range of minority ethnic heritages. The

proportion of pupils who speak English as an additional language is below average.

Around a quarter of pupils are known to be eligible for free school meals, which is above
average. A higher number than is usual join or leave the school at different times during
the year. The school has designated provision (DSP) for 33 pupils with statements of
special educational needs and/or disabilities; their needs are wide-ranging including
moderate, specific, speech, language and communication difficulties and physical
disabilities. Pupils in Key Stage 2 are taught in mixed-age classes incorporating two year
groups. The school was given a notice to improve when it was last inspected because
significant improvement was required in relation to pupils' progress, their attendance and
the school's governance. At the time of the inspection the deputy headteacher's long-term
absence was being covered by a senior teacher who has stepped up to act as the deputy.
The school provides a breakfast club; the after school club and holiday club are managed
by a private provider and subject to a separate inspection. The school has the national
Activemark award for pupils' engagement in sports and accreditation for good quality
provision in the Early Years Foundation Stage.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness: how good is the school? 3
The school's capacity for sustained improvement 3

Main findings

In accordance with section 13 (5) of the Education Act 2005, Her Majesty's Chief Inspector
is of the opinion that the school no longer requires significant improvement. Its overall
effectiveness is now satisfactory. Provision for pupils' care, guidance and support has
crossed a grade boundary from satisfactory to good. All staff play their part in enabling
the pupils to feel very safe and secure. Good outcomes in the Early Years Foundation
Stage have been sustained.
Leaders' and managers' unrelenting focus on pupils' progress is successfully reducing the
gap between where they are and where they should be in relation to national standards of
attainment. Progress is improving quickly and securely. The very large majority of pupils
are making at least satisfactory progress, including pupils with special educational needs
and/or disabilities. Pupils in the DSP make good progress because their learning is
supported expertly. New approaches used in teaching are making a difference to boys'
improving engagement in lessons. These improvements have come about because:

  • an effective plan is firmly in place to tackle identified weaknesses
  • the Interim Executive Board (IEB) and the local authority in partnership with the
    leadership team are diligent in checking that all pupils are making sufficient progress
  • data are used proficiently to set challenging targets for staff and pupils to aim for
    and to measure their progress against
  • training for staff and rigorous moderation processes have secured precision in
    assessing pupils' learning.

Nonetheless, most boys had previously made very slow progress and their attainment is
significantly lower than that of the girls as a result. The most able pupils make satisfactory
progress; the work set for them in lessons is not sufficiently challenging for them to
achieve more highly. Daily planning for pupils with special educational needs and/or
disabilities is not fine-tuned sufficiently to achieve their best performance.
There is no teaching which is less than satisfactory and some is good. Pupils enjoy
practical activities in lessons but not enough is expected of them in terms of the quantity
and quality of their written work. The use of assessment to accelerate learning in lessons
varies in quality. Information and communication technology (ICT) is used advantageously
by staff in lessons to highlight teaching points and capture pupils' interest. Pupils in Key
Stages 1 and 2, with the exception of those based in the DSP, do not have sufficient
access to modern technologies in the classroom to support their learning.
The school is rightly proud of what it has achieved in one year. The IEB governs
effectively and transition arrangements for handover back to a new governing body are in
place. Initiatives to target pupils' prior poor attendance are working and it is now average.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Self-evaluation is thorough, penetrating, and accurate; it informs future planning. Essential
systems are embedded to enable the school to continue improving. Middle managers,
most being new to post, are in the early stages of developing key skills to enable them to
lead with confidence and contribute to monitoring and evaluating the quality of teaching
and learning. The school has moved forward sufficiently since its last inspection and
proved its satisfactory capacity to sustain improvement.

What does the school need to do to improve further?

  • Raise attainment in English, mathematics and science at Key Stage 2, especially that
    of boys and the most able pupils by:
    ensuring that the needs and abilities of all pupils are taken into account fully in
    planning for day-to-day learning
    raising expectations for the amount of good-quality written work pupils produce
    in lessons
    providing pupils with more opportunities to practise and consolidate their literacy,
    numeracy and ICT skills in all subjects
    establishing a more consistent approach to the use of assessment in lessons
    particularly in questioning and marking.
  • Improve pupils' access to and use of new technologies to enhance and support their
    learning in lessons.
  • Develop the skills of middle managers so that they are able to lead effectively and
    with confidence.
  • Up to 40% of the schools whose overall effectiveness is judged satisfactory may
    receive a monitoring visit by an Ofsted inspector before their next section 5
Outcomes for individuals and groups of pupils 3

Through better teaching and robust systems for setting targets and tracking progress, the
legacy of pupils' underachievement is steadily being eroded. Attainment in Key Stage 2,
especially in the oldest year groups, is low but it is improving because pupils are making at
least satisfactory progress in lessons. Where teaching is good, pupils show enthusiasm
especially when practical approaches are used to reinforce learning and they make good
progress. In a Year 5/6 English set with a high proportion of boys, pupils used Kung Fu
actions and sounds gleefully to express their sound knowledge of basic punctuation and
how to use it in their writing. Chocolate-tasting inspired pupils to discuss ways of using
persuasive language to tempt others to buy the product. Teaching assistants provided
good support making a significant contribution to discussion and modelling sophisticated
vocabulary for pupils to imitate which they tried successfully. In many lessons seen, these
practical approaches are capturing pupils' imagination and inspiring them but not always
resulting in high enough levels of productivity in their written work.
Around the school, pupils behave appropriately and respond well to the school's pyramid
system for behaviour. They show consideration of difference which is promoted well
through the DSP and appreciate human values. Pupils are welcoming to visitors, polite and

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

interested in conversation. Some of the younger pupils' listening skills are not as sharp as
they should be. They do not always respond quickly enough to teachers' requests and
instructions and have to be reminded regularly not to talk out of turn. Staff manage pupils
who present more challenging behaviours well so that learning for others is not
interrupted. Pupils say that they feel very safe and have a good awareness of safety
issues. They enjoy school and almost all parents and carers who responded to the
questionnaire endorse their sentiments. Older pupils support younger pupils well through
the play pal scheme. School councillors and house captains take their responsibilities
seriously. Pupils' contribution extends beyond the school through their involvement in
many community and charitable fundraising events such as planting a crocus field for polio

These are the grades for pupils' outcomes

Pupils' achievement and the extent to which they enjoy their learning 3
Taking into account:
Pupils' attainment¹
The quality of pupils' learning and their progress 3
The quality of learning for pupils with special educational needs and/or disabilities
and their progress
The extent to which pupils feel safe 2
Pupils' behaviour 3
The extent to which pupils adopt healthy lifestyles 2
The extent to which pupils contribute to the school and wider community 2
The extent to which pupils develop workplace and other skills that will contribute to
their future economic well-being
Taking into account:
Pupils' attendance¹
The extent of pupils' spir itual, moral, social and cultural development 3


The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

is low

How effective is the provision?

The quality of teaching is consistently satisfactory or better because a large majority of it
enables pupils to make at least satisfactory progress and there is none which is
inadequate. All of the teachers plan lessons with a view to meeting the needs of different
groups so that all are challenged. In practice, though, expectations are not always
accurate, especially for the most-able learners and some pupils with special educational
needs and/or disabilities. Pupils know at the start of each lesson what they are expected
to learn but they do not always receive enough guidance on how to check that they are

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

succeeding. The quality of marking is variable; not all teachers direct pupils well enough
towards improvement and written comments do not always provide pupils with an
exemplary model of presentation for pupils to aspire to. Classrooms are bright and
welcoming; displays provide a wealth of prompts and sources of reference which are well-
used by pupils in lessons. Pupils' art work is displayed widely in the school; however,
examples of their written work and use of technology are noticeably harder to find.
The curriculum meets requirements and has been revamped: subjects are clustered under
themes specifically chosen to interest both boys and girls; learning is set in everyday
context so that pupils recognise its purpose; and practical approaches are used as often as
possible. This is work in progress and it is too soon to see its measurable impact on
learning other than the improving engagement of boys in lessons. Opportunities are
missed to provide regular opportunities for pupils to practise their literacy, numeracy and
ICT skills in all subjects.
The school offers good care, guidance and support to promote pupils' satisfactory or
better learning and their good sense of well-being. The new breakfast club, for example,
has had an impact on improving the punctuality of those who attend. The well-being team
demonstrates exemplary practice in nurturing potentially vulnerable pupils, all of whom
are known as individuals and their support is tailored to need. The school is swift to tap
into the expertise of outside professionals and agencies to support pupils and their families
should the need arise. Induction arrangements for new arrivals are managed extremely
well. New pupils benefit from introduction to the school within a small group while their
needs are assessed, they learn school routines and are introduced to new friends.

These are the grades for the quality of provision

The quality of teaching 3
Taking into account:
The use of assessment to support learning
The extent to which the curr iculum meets pupils' needs, including, where relevant,
through partnerships
The effectiveness of care, guidance and support 2

How effective are leadership and management?

Leaders and managers at all levels have become increasingly ambitious for the school.
They know that Beanfield pupils can and must do better academically and have shown
resilience in tackling weaknesses identified in the last inspection. The IEB, in partnership
with the school, has provided strong and effective direction. Senior leaders have stepped
up to challenges with determination. Responsibility for whole-school initiatives is delegated
across the team so that the workload is dispersed more equitably. New phase leaders and
some subject leaders are developing their skills in monitoring what is happening at ground
level in their teams or subjects.
Staff have received targeted training to improve their teaching skills. They are regularly
held accountable for pupils' progress by the IEB and the local authority. Safeguarding
arrangements are robust with secure systems for assessing risk and keeping pupils safe

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

from harm. The school has earned a good reputation for being inclusive and tackling
discrimination through its good provision in the DSP and the way in which the school
responds quickly to support potentially vulnerable pupils and their families. However,
equality of opportunity is satisfactory because boys have underachieved for too long and
the most-able pupils have not always achieved the academic levels they are capable of.
The school is aware of this and it is taking appropriate action to remedy these
shortcomings through a more stimulating and challenging curriculum. Community
cohesion is satisfactory and meets requirements. Pupils' understanding of contrasting
communities beyond Corby, especially those with a multicultural population, is too limited.
The school is moving in the right direction towards pupils achieving academic success as
well as in their personal development. It provides satisfactory value for money.

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambit ion and driving
Taking into account:
The leadership and management of teaching and learning
The effectiveness of the governing body in challenging and support ing the
school so that weaknesses are tackled decisively and statutory responsibilities met
The effectiveness of the school's engagement with parents and carers 3
The effectiveness of partnerships in promoting learning and well-being 2
The effectiveness with which the school promotes equality of opportunity and tackles
discr iminat ion
The effectiveness of safeguarding procedures 2
The effectiveness with which the school promotes community cohesion 3
The effectiveness with which the school deploys resources to achieve value for money 3

Early Years Foundation Stage

This area of the school was judged good in the last inspection and this has been
successfully sustained. The Early Years Foundation Stage is managed effectively with drive
and ambition aspiring to outstanding provision. Children thrive in their early years because
staff provide a full range of interesting, purposeful activities in a well-resourced setting
inside and outdoors. Children's skills are below national expectations when they start
school. By the time they move into Year 1 the very large majority have made good
progress and fall in line with or above typical expectations. Their acquisition of early
reading and writing skills has recently been boosted through systematic teaching of letters
and sounds. Teaching is good and all staff know how young children learn best.
Nonetheless, sometimes they are asked to sit and listen for too long and their
concentration wanders. Staff plan carefully using accurate assessment to guide them in
what individual children need to learn next. The staff are working towards improving

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

parents' and carers' involvement in their children's learning as this is an area for
improvement identified through thorough self-evaluation. Initiatives are in place to boost
boys' achievement, particularly in writing, which is below that of boys nationally. Children
are safe and well-cared for; all welfare requirements are met.

These are the grades for the Early Years Foundation Stage

Overall effectiveness of the Early Years Foundation Stage 2
Taking into account:
Outcomes for children in the Early Years Foundation Stage
The quality of provision in the Early Years Foundation Stage 2
The effectiveness of leadership and management of the Early Years Foundation

Views of parents and carers

Fewer parents and carers than is typical in primary schools nationally responded to the
questionnaire. The overwhelming majority feel that their children enjoy school, teaching is
good and the school meets their children's particular needs. A very small minority are not
convinced that their children are prepared well enough for the future, that unacceptable
behaviour is dealt with effectively or that the school is led and managed effectively.
Inspection findings confirm that whereas a year ago pupils were not achieving well
enough to prepare them for the future and the behaviour of some was poor, the school's
leaders and managers are tackling these weaknesses successfully. Pupils were found to be
polite and respectful and behaved satisfactorily.

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Beanfield Primary School to
complete a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements
about the school. The inspection team received 46 completed questionnaires by the end of the on-site
inspection. In total, there are 390 pupils registered at the school.
The table above summarises the responses that parents and carers made to each statement. The
percentages indicate the proportion of parents and carers giving that response out of the total number of
completed questionnaires. Where one or more parents and carers chose not to answer a particular question,
the percentages will not add up to 100%.

Statements Strongly
Agree Disagree Strongly
Total % Total % Total % Total %
My child enjoys school 28 61 16 35 1 2 1 2
The school keeps my child
27 59 15 33 4 9 0 0
My school informs me about
my child's progress
17 37 24 52 2 4 3 7
My child is making enough
progress at this school
20 43 18 39 5 11 3 7
The teaching is good at this
21 46 23 50 1 2 0 0
The school helps me to
support my child's learning
18 39 23 50 3 7 2 4
The school helps my child to
have a healthy lifestyle
16 35 24 52 2 4 3 7
The school makes sure that
my child is well prepared for
the future (for example
changing year group,
changing school, and for
children who are finishing
school, entering further or
higher education, or entering
12 26 23 50 6 13 1 2
The school meets my child's
particular needs
20 43 21 46 1 2 4 9
The school deals effectively
with unacceptable behaviour
16 35 20 43 6 13 3 7
The school takes account of
my suggestions and concerns
14 30 22 48 4 9 3 7
The school is led and
managed effectively
16 35 22 48 6 13 1 2
Overall, I am happy with my
child's experience at this
20 43 21 46 0 0 4 9


What inspection judgements mean

Grade Judgement Description
Grade 1 Outstanding These features are highly effective. An outstanding school
provides exceptionally well for all its pupils' needs.
Grade 2 Good These are very positive features of a school. A school that
is good is serving its pupils well.
Grade 3 Satisfactory These features are of reasonable quality. A satisfactory
school is providing adequately for its pupils.
Grade 4 Inadequate These features are not of an acceptable standard. An
inadequate school needs to make significant improvement
in order to meet the needs of its pupils. Ofsted inspectors
will make further visits until it improves.

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 58 36 4 2
Primary schools 8 43 40 9
Secondary schools 10 35 42 13
Sixth forms 13 39 45 3
Special schools 33 42 20 4
Pupil referral units 18 40 29 12
All schools 11 42 38 9

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now
make some additional judgements that were not made previously.
The data in the table above are for the period 1 September 2009 to 31 March 2010 and are the most
recently published data available (see Please note that the sample of schools
inspected during the autumn and spring terms 2009/10 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Percentages are rounded and do not always add exactly to 100. Secondary school figures include those that
have sixth forms, and sixth form figures include only the data specifically for sixth form inspection

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning,
development or training.
Attainment: the standard of the pupils' work shown by test and
examination results and in lessons.
Capacity to improve: the proven ability of the school to continue
improving. Inspectors base this judgement on what
the school has accomplished so far and on the quality
of its systems to maintain improvement.
Leadership and management: the contribution of all the staff with responsibilities,
not just the headteacher, to identifying priorities,
directing and motivating staff and running the school.
Learning: how well pupils acquire knowledge, develop their
understanding, learn and practise skills and are
developing their competence as learners.
Overall effectiveness: inspectors form a judgement on a school's overall
effectiveness based on the findings from their
inspection of the school. The following judgements,
in particular, influence what the overall effectiveness
judgement will be.
The school's capacity for sustained
Outcomes for individuals and groups of pupils.
The quality of teaching.
The extent to which the curriculum meets
The effectiveness of care, guidance and
pupils' needs, including, where relevant,
through partnerships.
Progress: the rate at which pupils are learning in lessons and
over longer periods of time. It is often measured by
comparing the pupils' attainment at the end of a key
stage with their attainment when they started.

3 December 2010
Dear Pupils

Inspection of Beanfield Primary School, Corby, NN18 0LJ

The inspection team enjoyed meeting you and watching you as you worked in lessons.
Particular thanks go to those of you that completed a questionnaire and those that met
with us to share their views of the school. We found that the school is much better th an it
was a year ago. This is because you are making much more progress in lessons. Your
teachers make lessons enjoyable, helping you to learn by doing as well as listening. You
know how to behave and what will happen if you do not behave appropriately. We are
pleased that you are all making an effort to come to school unless you are unwell; the
snow did not prevent you from attending during this freezing cold week. We also found
that the school's leaders are checking all the time to make sure that you are learning all
that you should as fast as you are able. This has made a big difference and the school is
now satisfactory.
Some of the good things we found are: everything that is provided for those of you in the
DSP, Nursery and Reception; your good understanding of how to stay safe and healthy;
and especially the way that the school looks after you, cares for you and keeps you safe
from harm. There are still things to improve so we have asked the school to:

  • make sure that you reach higher standards in English, mathematics and science,
    especially the boys and those of you who are particularly capable learners
  • find more ways for you to use computers and other technology in your classrooms to
    help you to learn
  • help the staff who have a responsibility for year groups and those that look after
    subjects to learn new leadership skills.

You can help too by putting a real effort into your written work. We wish you well in the
future as you grow to become good readers, writers, mathematicians and scientists.
Yours sincerely

Linda Killman
Her Majesty's Inspector


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