|Name||Beacon Hill School|
|Ofsted Inspection Rating||Good|
|Inspection Date||05 December 2017|
|Address||Rising Sun Cottages, Wallsend, Tyne and Wear, NE28 9JW|
|Religious Character||Does not apply|
|Number of Pupils||169 (67% boys 33% girls)|
|Local Authority||North Tyneside|
|Percentage Free School Meals||30.9%|
|Percentage English is Not First Language||10.1%|
|Pupils with SEN Support||10.1%|
|Catchment Area Information Available||No|
|Last Distance Offered Information Available||No|
Information about this school
Beacon Hill is a large, purpose-built school which accepts pupils from the North Tyneside local authority area. A new headteacher and chair of the governing body have been appointed within the last 18 months. The school is based on two sites, one of which provides for the early years and primary- and secondary-aged pupils, based at Beacon Hill. The sixth form is located at a second site five miles away in Queen Alexandra College. The majority of children have an education, health and care plan. Those who do not are in the early years provision and their needs are currently being assessed. The majority of the pupils are boys of White British origin. The proportion of pupils from minority ethnic backgrounds and those who speak English as a second language is well below that found nationally. About a third of pupils are disadvantaged and supported by pupil premium funding. The school also receives the PE and sport premium for the primary school pupils, Year 7 literacy and numeracy catch-up funding and special educational needs funding. The school is a regional centre for training pupils for independent travel. The school provides an outreach service for sensory impairment and portage services on behalf of the local authority.
Summary of key findings for parents and carers and pupils
This is a good school The recently appointed headteacher and the refreshed governing body are successfully helping the school to recover after a temporary dip in its performance. The broad and balanced curriculum gives all pupils opportunities to develop communication, academic and life skills. Pupils’ progress is good. Students in the sixth form are well prepared for their future and leave school with a good range of qualifications. Pupils with complex needs make good strides in their personal, social and communication development from their individual starting points. Teaching is usually good, with highly personalised learning taking place. Teachers and teaching assistants understand the complex needs of the pupils. However, there are minor inconsistencies in the quality of teaching and the progress made by pupils. Data is not always used effectively to accurately track progress and to inform whole-school development planning. The behaviour of the pupils is good. Pupils love coming to school and they show good attitudes to learning. Behaviour management is consistent throughout the school. Complex behaviours associated with the pupils’ special educational needs (SEN) and/or disabilities have little impact on the learning of others. Pupils feel safe in their school. Relationships between pupils and their teachers are based on respect and care. Teachers clearly know their pupils and individuality is celebrated and well catered for. Pupils and their families are supported to attend school regularly, although complex medical conditions can sometimes make regular attendance difficult. The early years provision has well-established routines which encourage the youngest children to engage quickly with learning. The sixth form allows students to move successfully into the adult world, fostering independence skills and self-confidence. The middle leaders are passionate about their jobs, although they know that there is more to do to further develop their skills.