Beacon High

Highlights from Latest Inspection

What is it like to attend this school?

Beacon High is a caring school. Pupils are polite and considerate of others. Staff provide high-quality care, which makes pupils feel safe.

Pupils want to do well and generally work hard. Staff reward pupils' positive behaviour and effort with achievement points. There is a culture of celebration that encourages and motivates pupils.

Leaders have high expectations of all pupils. They place the needs of pupils with special educational needs and/or disabilities (SEND) at the heart of the school's work. There is extensive support available to help all pupils to learn well, maintain healthy relationships and prepare for their next steps.

Pupils generally behave w...ell and treat each other with kindness and respect. Staff deal with any bullying effectively when it does happen. Pupils appreciate the support they are given.

They said they can speak to staff and feel they will be listened to. Pupils enjoy school.

Pupils attend a range of activities outside of lessons, including swimming club, football and gardening club.

They have opportunities to take on responsibility. For example, pupils lead charity fundraising events, volunteer at a local community centre and take care of the school's guniea pigs. They are encouraged to respect differences and to feel that they can be themselves.

What does the school do well and what does it need to do better?

Leaders have planned a curriculum that is ambitious for all pupils. Subject leaders have thought carefully about what pupils should learn so that their knowledge builds over time. Pupils are taught to link together what they learn.

For instance, in English, pupils study a very wide range of texts, connected by a common theme such as 'childhood and growing up'. In history, pupils are taught about civil rights and the growth of democracy in the UK and around the world. Leaders are ambitious to increase the proportion of pupils who study the English Baccalaureate in Years 10 and 11.

Teachers break down new information into manageable chunks. They teach pupils the vocabulary needed to understand new ideas. This helps pupils to remember what they have been taught.

In some subjects, teachers sometimes do not identify and correct pupils' misconceptions during lessons. As a result, sometimes, pupils learn things that are incorrect.

Leaders know which pupils need extra help with reading.

They provide appropriate support. Pupils have frequent opportunities to read in lessons and during form time. However, the teaching of phonics for those pupils are the earliest stages of learning to read in English is not routinely sharply focused on the specific phonics that they need.

Teachers check pupils' understanding regularly. In most subjects, teachers help pupils to recall what they have learned previously and understand where they may have gaps in their knowledge. In some subjects, teachers do not use assessment as effectively.

There is little disruption to learning the curriculum in class. Teachers follow clear systems to support and motivate pupils to behave sensibly. Pupils mix well together outside the classroom.

There is a calm and friendly environment during break times.

Leaders prioritise teaching pupils about healthy relationships, keeping safe and staying physically healthy, to promote their personal and social development. Pupils receive effective careers information, education, advice and guidance.

Pupils, including those with SEND, are well prepared for their next steps.

Pupils with SEND receive significant support tailored to their needs. In the school's specially resourced provision, specialist teachers give pupils the help they need to learn well and to participate fully in school life.

Teachers support pupils with SEND in class so that they complete the same work as other pupils.

Leaders and governors have worked together effectively to improve all areas of the school's work. Staff value leaders' consideration of their well-being, professional development and workload.

Safeguarding

The arrangements for safeguarding are effective.

Leaders, including governors, have created a strong culture of safeguarding. They understand the risks facing young people in the local area, and pupils are taught about these risks.

Everyone in the school community knows that they are responsible for safeguarding. This includes the pupils themselves, who know how to report any concerns. Pupils know that staff will take concerns seriously.

Staff are well trained. They report any concerns without delay.

Leaders work closely with a wide range of external agencies to get the right kind of help for each pupil who needs it.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• There is inconsistency in the regularity and effectiveness with which teachers check pupils' learning. As a result, pupils in some subjects do not know how to improve as clearly as they might. Leaders should continue their work to ensure that assessment is systematic, regular, and helps all pupils to understand how to improve their work.

• In some subjects, pupils' mistakes and misconceptions are not routinely identified and addressed by teachers. As a result, pupils are unaware when they have misunderstood aspects of what they are learning. Leaders must ensure that teachers in every subject address misconceptions so that pupils learn new knowledge accurately.