Pupils are happy and settled at this small school. Pupils respect the staff and enjoy talking to them. Staff listen carefully to the pupils’ concerns. Leaders have high expectations of pupils and teach them to be respectful to each other and everyone they meet. There has been bullying in the past, but pupils said that the staff dealt with it well. Now bullying is very rare. Regular morning walks with the school dog help pupils to get ready for lessons. Pupils behave well in lessons and get on with their work. Teachers do not consistently plan learning that helps pupils gradually gain more knowledge and skills. Pupils also say that they would like to do more science, art and other languages. Parents and carers spoken to overwhelmingly support the school. A typical comment was: ‘This is the first place he has ever settled. He doesn’t miss a day. They handle his emotions really well.’ What does the school do well and what does it need to do better? Learning in some subjects is better than in others. In physical education (PE) and personal, social, health and economic education (PSHE), the order of learning is clear. What pupils have learned in the past helps them with what they are learning now. In this way, pupils’ knowledge and skills build well over time in these subjects. However, pupils do not make as much progress in English and mathematics. This is because leaders have not considered the order of pupils’ learning well enough. Pupils find it harder to remember what they have learned before to help them with their new learning. Pupils do not have sufficient opportunities to learn some other subjects, such as science and art. This limits the development of their knowledge and skills in these subjects. There are schemes of work for these subjects, but they are yet to be fully developed and used. All pupils have special educational needs and/or disabilities (SEND). Staff make accurate assessments of what pupils know and can do. They use the assessments to help them identify what they think pupils should learn next. This enables pupils to make strong progress in subjects where the curriculum is well developed, for example in PE and PSHE. Teachers understand pupils’ social and emotional needs well. They plan learning carefully to meet these needs. For example, some pupils need to be active and often cannot sit still for very long, so teachers plan active learning that will interest and engage them. Teachers also provide pupils with a range of opportunities to learn outdoors. Teachers work one to one with individual pupils, providing them with the support they need to engage in learning. This effective support has helped pupils to have a more positive attitude to learning. For example, pupils now more readily engage in reading, writing and mathematics, which is helping them to make better progress in these subjects. Inspection report: The Beechfield School 8–10 June 2021 2 Phonics is taught well. Teachers have good subject knowledge. This helps pupils who are at the early stages of learning to read to be able to read more fluently. Teachers and education engagement specialists are highly skilled in behaviour management. They understand pupils’ needs very well. They provide pupils with effective support to enable them to learn in a calm environment. Pupils listen to the teachers because teachers respect them and care about their concerns. Staff’s support has helped pupils to understand how to better manage their own behaviour so that they are ready to learn. The support has also helped pupils to develop more positive attitudes to learning. Pupils conduct themselves well and show concern for others at playtimes and on visits outside school. The school’s strong pastoral support is effective in encouraging pupils to attend school more regularly. As a result, pupils’ attendance has improved dramatically from their attendance in previous schools. All staff place pupils’ personal development at the heart of what they do. They have high aspirations for pupils and provide them with a range of ways to enhance their personal development. They achieve this well. Staff take every opportunity to support pupils to develop their confidence and self-esteem. Pupils know about, and understand, British values and why these are important. For example, pupils understand why laws are made. Visits to a variety of different places, such as the beach and Trentham Gardens, stopped during the pandemic. However, the visits are restarting again. For example, leaders are planning to take pupils to Manchester on the train. Pupils will plan the trip themselves, which will help them to develop teamwork and decision-making and leadership skills. Pupils will also plan a visit to a restaurant to develop their understanding of eating healthily. Pupils are encouraged to develop their talents and interests, such as developing skills in art, or in football by belonging to a local football team. Careers education is effective and leads to full, valuable discussions with pupils about the choices they will make about their lives. Leaders have high expectations of where they would like the school to be. They know that there is inconsistency in how some subjects are planned and taught. Leaders have begun to provide training and support for teachers to help them better understand how to plan the different curriculum subjects so that pupils can build on their prior learning more successfully. Staff’s skills in curriculum planning are now developing, but further training is required to enable all staff to have a secure and deep understanding of curriculum planning. Staff value the training they have received for the pastoral care and management of the pupils they teach. This training has enabled staff to become skilled in behaviour management. Staff love working at the school and have only praise for the headteacher and curriculum leader, whom they feel support them well. Leaders ensure that the school meets the requirements of schedule 10 of the Equality Act 2010. The school meets all the independent school standards.