Joy as Ofsted announces Beeston Fields Flying High Academy is Outstanding!

‘…an exceptional quality of education.’ Ofsted 2025

Beeston Fields Flying High Academy has been graded Outstanding in all areas following its recent inspection.

The report says, ‘Pupils at Beeston Fields Flying High Academy thrive in an aspirational and nurturing environment. They benefit from an exceptional quality of education. The school is ambitious for all pupils. It ensures that every pupil receives the support they need to succeed. This inclusive approach is embedded in the school’s ethos. As a result, pupils achieve well.’

Inspectors said that relationships are at the heart of the school’s work and that staff know pupils and their families ‘incredibly well’, stating that pupils feel safe, well cared for, and enjoy attending the school.

‘Pupils consistently demonstrate positive attitudes towards their learning,’ said inspectors, ‘They speak with pride about their own achievements and celebrate the successes of their peers. Pupils share, ‘We are all respectful and kind to each other here.’’

Behaviour at the school is described by inspectors as ‘exemplary’, further commenting, ‘The school has established clear routines and upholds consistently high expectations. As a result, both lessons and social times are calm and purposeful. Pupils are polite and friendly. They are highly motivated.’

Angela Huthart is Headteacher, and she said, ‘I am absolutely thrilled that our school has been recognised by Ofsted as Outstanding in all areas. We are a happy and harmonious school community driven by our mantra ‘Empowered for Excellence’. The inspection team recognised this in the exemplary attitudes of the children, the expertise of the staff and our relentless approach to high standards and outcomes. I am delighted.’

The early years provision at Beeston Fields Flying High Academy is praised for providing children with an ‘excellent start to their education.’ Staff were found to be highly skilled in supporting children’s learning through high-quality spoken interactions, modelling language and conversation for children, which children then use independently.

Inspectors said, ‘The environment provides children with visual prompts which support their independent learning. Children are extremely well prepared for key stage 1.’

The report says that there is an ambitious reading culture at the school, where language and reading is celebrated. Inspectors said, ‘Reading areas in classrooms suggest similar reads with the prompt, ‘If you like this book, you may like…’. This is one of many effective strategies which successfully develop pupils’ love of reading. Teachers read to pupils daily. The books they read are carefully chosen to expose pupils to a range of diverse cultures, themes and authors.’

The school’s curriculum is praised for being aspirational with inspectors pointing out that, ‘In some areas, it exceeds the expectations of the national curriculum. The school prides itself on the mantra ‘consistency is comfort’. Teachers consistently present information clearly. They regularly check whether pupils have understood new content. When misconceptions do arise, content is always revisited. This supports pupils to know and remember more of the curriculum.’

Inspectors said that pupils were able to talk about their learning with confidence, explaining how it links to what they have learned before. The report said, ‘Pupils have mature attitudes towards their learning. They approach all tasks with determination to do their absolute best. A number of the school’s key stage 2 published outcomes are significantly above the national average.’

The school’s arrangements for identifying, assessing and meeting the needs of pupils with special educational needs and/or disabilities (SEND) were found to be highly effective. The school’s nurture provision is credited with providing therapeutic care and support for pupils with social, emotional and mental health needs, providing expert support to ensure that children are well prepared to learn and take a full part in school life. The report says, ‘Pupils with SEND achieve very well because of the effective support arrangements and expert teaching that is in place.’

The school’s personal development is praised by inspectors who found it makes a significant contribution to pupils’ character development, commenting, ‘The school’s culture prepares pupils to take part in both their lessons and social times. Pupils develop resilience because making mistakes is universally viewed as developmental. Pupils have a mature knowledge of British values and the characteristics that make people different. This is because these elements are a regular aspect of the school’s work. They are covered in lessons, assemblies, wall displays and spoken interactions. Pupils can explain in detail why discrimination of any nature should not be tolerated.’

Finally, the report says safeguarding at the school is effective, and that ‘The school is exceptionally well led and managed. There are clear lines of communication between the trust board, the governing body and school leaders. Staff are incredibly proud to work at the school and serve their community.  Leaders consider staff workload in all decision making. As a result, staff feel their well-being is considered.’ Staff spoke highly to inspectors of the training opportunities they access, saying they ‘particularly value the chance to network with other professionals across the partnership. These opportunities have a highly positive impact on the quality of teaching.’