School etc

Beaufort Community Primary School Closed - academy converter Dec. 31, 2013

see new Beaufort Primary School

Beaufort Community Primary School
Kirkland Avenue
Goldsworth Park

phone: 01483 *** ***

headteacher: Mrs Susan Skinner

reveal email: i…

school holidays: via Surrey council

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
Close date
Dec. 31, 2013
Reason closed
Academy Converter
OSGB coordinates
Easting: 497762, Northing: 159081
GPS coordinates
Latitude: 51.322, Longitude: -0.59843
Accepting pupils
4—11 years old
Ofsted last inspection
March 2, 2011
Region › Const. › Ward
South East › Woking › Goldsworth West
Urban > 10k - less sparse
Investor in People
Committed IiP Status

rooms to rent in Woking

Schools nearby

  1. Beaufort County First School GU213RG
  2. Beaufort County Middle School GU213RG
  3. Beaufort Primary School GU213RG (332 pupils)
  4. 0.6 miles St John's Primary School GU212AS
  5. 0.6 miles Sythwood Primary School GU213AX
  6. 0.6 miles St John's Primary School GU212AS (201 pupils)
  7. 0.6 miles Sythwood Primary School GU213AX (532 pupils)
  8. 0.7 miles The Winston Churchill School A Specialist Sports College GU218TL (1499 pupils)
  9. 0.9 miles St Hugh of Lincoln Catholic Primary School GU218TU (212 pupils)
  10. 1 mile The Hermitage Junior School GU218UU (358 pupils)
  11. 1 mile The Oaktree School GU218WT
  12. 1 mile Horsell CofE Aided Junior School GU214TA (340 pupils)
  13. 1 mile The Oaktree School GU218WT (270 pupils)
  14. 1 mile The Hermitage School GU218UU
  15. 1.1 mile Knaphill School GU212QH (337 pupils)
  16. 1.1 mile Goldsworth Primary School GU216NL
  17. 1.1 mile Goldsworth Primary School GU216NL (474 pupils)
  18. 1.2 mile Horsell Village School GU214QQ
  19. 1.2 mile Horsell Village School GU214QQ (265 pupils)
  20. 1.3 mile Kingsway Centre GU216NT
  21. 1.3 mile The Knaphill Lower School GU212SX (305 pupils)
  22. 1.3 mile Woking High School GU214TJ
  23. 1.3 mile St Andrew's Woking School Trust GU214QW (307 pupils)
  24. 1.3 mile Goldsworth First School GU211ND

List of schools in Woking

Beaufort Community Primary School

Inspection report

Unique Reference Number 125118
Local Authority Surrey
Inspect ion number 359839
Inspect ion dates 2–3 March 2011
Reporting inspector Chris Grove

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 245
Appropriate authority The governing body
Chair Peter Wells
Headteacher Susan Skinner
Date of prev ious school inspection 25 March 2008
School address Kirkland Avenue
GU21 3RG
Telephone number 01483 474986
Fax number 01483 799904
Email address reveal email: h…
Age group 4–11
Inspect ion dates 2–3 March 2011
Inspect ion number 359839


This inspection was carried out by three additional inspectors. They observed 12 lessons
taught by 10 teachers. Meetings were held with groups of pupils, with members of the
governing body and with staff. Inspectors observed the school's work, and looked at
analyses of pupils' attainment and progress, records of governing body meetings, the
school's development planning and documents relating to monitoring, safeguarding and
the curriculum. Inspectors analysed inspection questionnaires returned by 139 parents and
carers as well as those completed by 24 members of staff and 121 pupils.
The inspection team reviewed many aspects of the school's work. It looked in detail at a
number of key areas.

  • The extent to which the school's monitoring of pupils' outcomes and the quality of
    provision leads to accurate self-evaluation.
  • The extent of children's academic progress and personal development, and the
    quality of provision and leadership, in the Early Years Foundation Stage.
  • The effectiveness of the school's teaching and use of assessment in accelerating
    pupils' progress.
  • How well the school's provision promotes pupils' personal development.

Information about the school

Beaufort Community Primary School is located on the outskirts of Woking and is of a
similar size to the average primary school. The large majority of pupils are of White British
or of Other White heritage, and others are from a wide range of different ethnic
backgrounds. The number of pupils known to be eligible for free school meals is broadly
average. The proportion of pupils who speak English as an additional language is above
average. The number of pupils with special educational needs and/or disabilities,
principally moderate learning difficulties, is broadly average. The Early Years Foundation
Stage provision consists of two Reception classes. The breakfast club and the after-school
club, which are managed by the governing body, were also included in this inspection. The
school has achieved national accreditations including the Healthy Schools and Activemark
awards and the Basic Skills Quality Mark. It is also an Investor in People.

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? 2
The school's capacity for sustained improvement 2

Main findings

Beaufort Community Primary is a good school. The headteacher has a well-judged
approach to leadership, and has developed a strong team spirit among the staff, with
good support from the assistant headteachers. Most members of staff who completed the
questionnaire agreed that they were proud of the school, and that their contribution was
valued. This results in the strongly positive ethos, which is praised by parents and carers.
Almost all of those who returned a questionnaire agreed that their children enjoy school,
and the very great majority were happy with their children's experience. One delighted
parent wrote that, 'The headteacher has done a fabulous job at Beaufort. Beaufort staff
value every child.' Another described it as a 'fantastic school that has improved month by
month', while a third commented that, 'Beaufort Primary has improved greatly in the last
three or four years'.
Members of the teaching and support staff share the headteacher's inclusive vision, and
this leads to their close, trusting relationships with the pupils. The positive atmosphere is
well set with the children in the Reception classes, and pervades the whole school. Staff
are particularly good at identifying and supporting pupils' needs. Pupils' good personal
development is the result of the strong emphasis on pastoral care. Pupils' attendance is
low, but is rapidly improving as a result of the range of measures taken by the school.
Children get off to a satisfactory start in the Early Years Foundation Stage. Although
children's achievement in most aspects of learning in this Stage reaches expectations,
their achievement in reading and writing is markedly lower. Staff assess children's
progress carefully, but do not always make full use of this information in planning the next
steps in their learning in these subjects. Pupils' achievement is good by the end of Key
Stage 2. Over the last three years, attainment has been broadly average by the end of
Year 6. However, attainment is higher and progress is better in English than in
mathematics. Pupils' good progress is the result of good teaching.
The senior leadership team provides strong ambition and drive, leading to the secure
climate for learning. Leaders collaborate well to evaluate outcomes and provision.
Weaknesses that were identified at the last inspection have been successfully addressed.
For instance, teaching now involves better challenge because of improved lesson planning
and the more consistent match of tasks to pupils of different levels of ability. Behaviour
and attentiveness are now good. The use of data to track attainment and progress has
improved. There are well-developed arrangements to monitor the effectiveness of
teaching through regular observations, and scrutiny of teachers' planning and of pupils'
work, resulting in robust self-evaluation. Given these developments, the school has a good
capacity to sustain improvement.

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

What does the school need to do to improve further?

  • Raise pupils' standards and accelerate their progress in mathematics by:
    improving the consistency of teachers' marking of pupils' work in order to provide
    better feedback about what they need to do to improve
    embedding the use of target-setting so as to ensure that pupils know and
    understand the next steps in their learning.
  • Improve children's achievement in reading and writing in the Early Years Foundation
    Stage, in order to match their higher achievement in other areas, through making
    better use of information from assessments.
  • By December 2011, use the school's procedures to promote good attendance so that
    the attendance rate of all pupils reaches or exceeds the national average.
Outcomes for individuals and groups of pupils 2

Pupils enjoy their time in school and achieve well. When children enter the school, their
knowledge and skills are generally well below typical expectations. Pupils make good
progress, although there is some variation between year groups, and for the most part
progress is better in reading and writing than in mathematics. However, in a well-planned
lesson in mathematics about how to handle and interpret survey information, pupils in
Year 2 made good progress. They were first given good opportunities to explain the
meaning of words such as 'data' and 'accurate', and the teacher also ensured that they
were confident about their different tasks before they started work. In a successful lesson
in Year 4, pupils made good progress in learning how to turn brief notes into sentences
and paragraphs because the learning was well paced and sequenced, and the pupils
understood the criteria for successful work. Those pupils who have special educational
needs and/or disabilities, and those who are learning English as an additional language,
also progress well, because teaching is well tailored to their needs and assistants offer
them good support.
Pupils are well behaved in the playground and around the school. Most behave maturely in
lessons, are attentive to their teachers, and cooperate sensibly with others. Pupils feel
safe in school, because there is little bullying, and they are confident in adults if difficulties
arise. Their spiritual awareness is well developed through reflection in assemblies, and
their good moral and social development is seen in positive relationships with others.
However, understanding of cultural diversity is less well developed than other aspects.
Pupils practise healthy lifestyles. In addition to two hours weekly of physical education and
games, there is good participation in after-school activities, of which there is a wide range.
Uptake of healthy school lunches is good, and those who bring packed lunches understand
the value of a well-balanced diet. The Healthy Schools and Activemark awards are
testimony to pupils' good understanding of healthy living.
Pupils make good contributions within school and to some extent in the local community.
There are good opportunities to take on responsible roles. For example, pupils in Year 6
read to children in the Reception classes. School councillors are proud of their positive
impact, for instance in fund raising and in suggesting improvements to the school, such as
new playground equipment. Overall attendance is low, in part because of unauthorised
term-time holidays, extended family visits overseas, and medical issues specific to a few

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

pupils. However, the rapid improvement demonstrates the school's considerable success in
reducing the numbers who are persistent absentees. The use of strategies such as
'learning partners' in lessons develops good workplace skills. Pupils in Year 5 learn good
enterprise skills through a project to research and set up a healthy tuck shop. Together
with pupils' sound skills in literacy and numeracy, this means that they are satisfactorily
prepared for the next stage of their education.

These are the grades for pupils' outcomes

Pupils' achievement and the extent to which they enjoy their learning 2
Taking into account:
Pupils' attainment¹
The quality of pupils' learning and their progress 2
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' behav iour 2
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' spiritual, moral, social and cultural development 2


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?

Teachers set a good pace in lessons, and communicate high expectations to pupils. Clear
lesson objectives and criteria for successful work ensure that learning is purposeful.
Teaching assistants are well deployed. In class, they offer good support to pupils,
especially those with special educational needs and/or disabilities, so that they progress
well. In addition, some assistants make effective wider contributions through their
specialist coordinator roles, for example to support those pupils who are learning English
as an additional language. In lessons, teachers often use assessment information well, for

instance by directing more challenging questions to the most able pupils. However, the

marking of pupils' work in mathematics does not consistently provide advice about
improvement. Although the school sets targets, not enough use is made of them in
mathematics to clarify for pupils the next steps in their learning.

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

The curriculum is carefully planned to develop basic skills, but also to ensure a good
balance and good links between subjects, and to motivate pupils. The Basic Skills Quality
Mark attests to the school's good focus on pupils' skills in literacy and numeracy. Pupils
also have good opportunities to apply their skills in information and communication
technology (ICT) in other subjects. Lessons in personal, social and health education
support their personal development well. The good deployment of a teaching assistant in
the specialist coordinator role enables the school to offer French to pupils in Years 3 to 6.
Partnership work extends the school's provision well, for example through the inclusion of
lacrosse and rugby in the sports programme. The curriculum is considerably enhanced by
themed events, such as the National Gallery's imaginative 'Take One Picture' initiative, in
which all classes participate. In Years 4 and 6, the visits programme is extended to include
residential experience, in which the school makes every effort to ensure that pupils from
all backgrounds are involved. There is good participation in the wide-ranging programme
of extra-curricular activities.
The school's environment is welcoming for pupils and parents. Staff are strongly
committed to the caring ethos, and make good provision to meet pupils' needs. Good
arrangements smooth pupils' transition from Reception to Year 1, and to secondary
education. Sensitive and supportive help is given to vulnerable pupils and their families, as
several parents and carers gratefully acknowledge. In cooperation with the home link
support worker, the school has developed a range of strategies resulting in better
attendance. The breakfast and after-school clubs serve healthy food and provide good
facilities for those who attend.

These are the grades for the quality of provision

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

How effective are leadership and management?

The senior team offers committed leadership which results in the clear sense of direction
for the school. Furthermore, the school's status as an Investor in People provides evidence
for the capacity to secure good staff collaboration with the leadership. Well-organised
systems are used to track pupils' progress and to check the quality of provision, with the
assistant headteachers acting as the leaders of English and mathematics. To date, there
has been more impact in English than in mathematics. However, since the return from
leave of the mathematics leader, the school has focused intently on improving progress in
this subject, though it is too soon to judge the impact.
The governing body meets all statutory requirements. Governors have a clear
understanding of the school's strengths and weaknesses, and offer good support and
challenge to the leadership team. The positive questionnaire responses of most parents

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

and carers attest to their good engagement with the school. Parents and carers also
appreciate the approachability of school staff. The school's leadership is committed to the
promotion of equal opportunities and tackling discrimination. This leads to good
participation by pupils who may be vulnerable. There are no significant differences in
performance by different groups of pupils.
The school has assessed its provision for community cohesion, and has developed a clear
plan of action. The contributions that are made at the levels of the school itself and of the
local community are well developed. However, the school acknowledges that pupils do not
have sufficient opportunities to reflect on life elsewhere in the United Kingdom and in
different societies in the world, though a link with an orphanage in Kenya has been
established. At the time of the inspection, the school's procedures met all the
requirements for safeguarding. Arrangements are robust, and where necessary, there is
good collaboration with external agencies. The implementation of policies for child
protection, anti-bullying and race equality, and risk assessments, safeguards pupils very

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 tackle d decisively and statutory responsibilities met
The effectiveness of the school's engagement with parents and carers 2
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 2

Early Years Foundation Stage

The good relationships with adults ensure that children quickly adapt to life in school.
They show positive attitudes and behaviour, and listen well, because expectations are
clearly set. As a result, children become confident and well-motivated learners, who know
how to take turns and make choices. They play safely, and follow adults' instructions.
'Wake Up and Shake Up' sessions and eating fruit at snack times promote healthy
lifestyles. The activities that are available indoors and in the spacious outside area give
them ample opportunity to take the initiative. Children respond well to the good
opportunities for speaking and listening, for example in discussing the work of librarians

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

and doctors. There is encouragement to become more independent, for instance through
tidying up. Children's achievement is satisfactory, and best in early learning in
mathematics and in physical development. They enter Year 1 with knowledge and skills
that are broadly typical for their age, except in reading and writing, where too many do
not reach the expectations for their age.
The teaching and curriculum in the Reception classes are satisfactory, and have some
good features. Discussions are adeptly handled and encourage children's reasoning and
their language development. The teachers and assistants collaborate well. Good account
of children's interests is taken in planning new work. Staff use assessment information
well to build up children's records of achievement. However, they do not make as much
use of this information as they could to improve children's progress in reading and writing.
Leadership and management are satisfactory. Children benefit from the good induction
programme in the summer before they start school. This was well illustrated by the parent
who wrote, 'My son is extremely settled at Beaufort due to the fantastic preparation the
teachers did last year.' The school is aware from its self-evaluation that children's
achievement is lower in reading and writing by comparison with other areas, and is taking
action to address this weakness. However, it is too early to judge the impact.

These are the grades for the Early Years Foundation Stage

Overall effectiveness of the Early Years Foundation Stage 3
Taking into account:
Outcomes for children in the Early Years Foundation Stage
The quality of provision in the Early Years Foundation Stage 3
The effectiveness of leadership and management of the Early Years Foundation

Views of parents and carers

There was a high rate of return of completed questionnaires. Most parents and carers feel
that the school promotes a healthy lifestyle, and almost all also feel that the school keeps
their child safe. The great majority believe that the quality of teaching is good. Most feel
well informed about their children's progress, and think they are making enough progress.
The great majority judge that the school deals effectively with unacceptable behaviour.
Inspectors endorse these views.

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Beaufort Community 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 139 completed questionnaires by the end of the on-site inspection. In total,
there are 245 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 79 57 58 42 1 1 1 1
The school keeps my child
89 64 46 33 3 2 0 0
My school informs me about
my child's progress
42 30 85 61 10 7 1 1
My child is making enough
progress at this school
52 37 78 56 6 4 1 1
The teaching is good at this
67 48 65 47 4 3 0 0
The school helps me to
support my child's learning
58 42 67 48 12 9 1 1
The school helps my child to
have a healthy lifestyle
62 45 69 50 4 3 2 1
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
46 33 71 51 5 4 1 1
The school meets my child's
particular needs
55 40 76 55 4 3 1 1
The school deals effectively
with unacceptable behaviour
59 42 67 48 7 5 3 2
The school takes account of
my suggestions and concerns
39 28 82 59 6 4 2 1
The school is led and
managed effectively
66 47 59 42 6 4 1 1
Overall, I am happy with my
child's experience at this
65 47 66 47 4 3 1 1


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 59 35 3 3
Primary schools 9 44 39 7
Secondary schools 13 36 41 11
Sixth forms 15 39 43 3
Special schools 35 43 17 5
Pupil referral units 21 42 29 9
All schools 13 43 37 8

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 August 2010 and are consistent with
the latest published official statistics about maintained school inspec tion outcomes (see

The sample of schools inspected during 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.
Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary
schools, special schools and pupil referral units.

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.

4 March 2011
Dear Pupils

Inspection of Beaufort Community Primary School, Woking GU21 3RG

We would like to thank all of you for your help during the inspection. We enjoyed seeing
you in your classrooms and talking to you at playtimes and lunchtimes. We especially
thank those of you who filled in the pupils' questionnaire.
We think that Beaufort Community Primary is a good school.
These are the positive things about your school

  • Your school is very welcoming and sets a positive climate for your learning.
  • The headteacher and other leaders are good at their jobs and know how to improve
    your school.
  • All the adults take good care of you.
  • Your understanding of healthy lifestyles is good, and you feel very safe at school.
  • Your contributions to the school and to the community are good.
  • You enjoy school, listen and cooperate well in lessons and behave well.
  • The teaching is good, and the school has made the curriculum interesting for you.
  • Your achievement is good. You make good progress so that by the end of Year 6,
    your attainment is broadly average, though better in English than in mathematics.
  • You participate well in the good range of extra-curricular clubs.
  • Most of your parents are very pleased with your experience at the school.

What your school needs to do now

  • Help you to raise your attainment in mathematics by making sure that teachers'
    marking tells you what you need to do to improve, and by making better use of
    targets to show you the next steps in your learning.
  • Help children in the Reception classes to improve their achievement in reading and
    writing by making greater use of teachers' records of their progress.
  • Improve attendance at your school so that it is at least average.

You can help by continuing to work hard and taking advantage of the improvements that
your school will be making. We wish you every success in the future.
Yours sincerely

Chris Grove
Lead inspector


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