Beaminster School

Highlights from Latest Inspection

What is it like to attend this school?

Beaminster School is a community that pupils, parents, staff and governors are proud to be a part of. The 'ASK' ethos of ambition, service and kindness underpins all that the school does.

Pupils behave well in lessons and around the school site.

Pupils and students in the sixth form have good relationships with adults, built on mutual respect and trust. The school encourages and supports pupils and students to attend well. The student services hub supports pupils with their individual needs, helping them to be ready to learn when they join lessons.'

#Not-okay' is a student council-inspired campaign that encourages pupils to share concerns with adults. Pupils ...feel listened to and safe in school. Prefects act as role models for younger pupils to understand the 'Beaminster Way'.

Bullying does happen occasionally, but pupils report it. They are confident that adults will help them.

Pupils take part in a range of extra-curricular clubs such as beekeeping, sports and the Duke of Edinburgh's Award.'

Stop the Clock' days and 'Activities Week' give pupils the opportunity to enjoy trips and visits. Drama and music performances showcase pupils' talents.

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

The school has planned an ambitious curriculum for pupils.

Pupils study a range of subjects at key stage 4, with the English Baccalaureate subjects now at the heart of the curriculum for most pupils. Subject curriculums set out the knowledge that is important for pupils to learn each year. This helps pupils to build on their learning from Year 7 through to Year 13.

The school accurately identifies the needs of pupils with special educational needs and/or disabilities (SEND). Adults know pupils well as individuals. As a result, pupils get the help and support they need.

The school supports the weakest readers to build their confidence and fluency with reading.

Assessment is not always used effectively to check what pupils can and cannot do. Consequently, some teaching is not adapted to help pupils to correct mistakes or fill gaps in their knowledge.

This makes it harder for pupils to then learn new content. It also means that pupils who have already grasped the lesson content are not always given the chance to learn more.

The school has the ambition for pupils to become committed readers who understand the value of reading.

The school encourages pupils in Years 7 and 8 to read regularly. However, pupils in Years 9 and above have not benefited from these strategies. The reading curriculum does not provide pupils with the opportunity to read a diverse range of challenging texts suited to their ages.

As a result, not all pupils read widely and frequently.Pupils learn the vocabulary that makes each subject unique. Sixth-form students learn the academic language needed to prepare them for higher education.

This includes reading academic journals.

Pupils value their 'life studies' lessons. Pupils learn about healthy relationships and sex in an age-appropriate way.

Pupils enjoy debating and exploring their own views on spiritual and moral issues. They develop an understanding of fundamental British Values and tolerance for others. Pupils know how to keep themselves physically and mentally healthy.

The personal, social and health education programme continues in the sixth form. Students are prepared well for adult life.

All pupils receive effective careers education, information, advice and guidance.

The school works with local businesses to provide pupils with opportunities to learn about the workplace. Careers fairs, guest speakers and visits to universities help pupils to understand the opportunities that are available to them. Students in the sixth form value the individual mentoring with their tutors.

They make informed choices about their next steps into education, apprenticeships and employment.

The school is considerate of the workload and well-being of staff. Staff appreciate the opportunities provided for professional development.

Governors and the leadership of the school work together to identify priorities for the school's future development. There is a shared commitment to continuing to improve the quality of education provided by the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Assessment sometimes does not check pupils' knowledge and understanding effectively. As a result, some pupils' misconceptions go unchallenged while some pupils are not given further opportunities to deepen their knowledge. The school should develop the use of assessment so that teaching approaches can be adapted to meet the needs of all pupils.

• The reading curriculum does not support pupils of all ages to read widely and frequently. As a result, some pupils do not experience a diverse range of challenging and interesting texts. The school should further embed and evaluate strategies to develop a culture of reading across all year groups.