Beechen Cliff School

Highlights from Latest Inspection

What is it like to attend this school?

Respect is central to the school's ethos. Pupils sign up to the 'Beechen Cliff Charter' which sets out the importance of equality and diversity. The school aims to give everyone the same opportunities and rights.

Students in the sixth form are treated with respect as young adults. They are encouraged to develop into the best versions of themselves.

Pupils behave well, both around the school and in the classroom.

They know that staff expect them to uphold the school's values.

The school recognises the value of talk and the importance of developing pupils' emotional literacy. Pupils are taught how to be a good friend when their peers need them.
.../>The curriculum is designed so that mental health themes are revisited regularly. All of this has led to a culture where pupils are confident to speak about their worries and know they will be supported.

Beechen Cliff has a proud tradition of offering a wide range of extra-curricular activities.

Pupils participate well in an array of clubs, from beekeeping to the Combined Cadet Force. The school works closely with the local rugby team to develop promising players, for example. Many pupils get involved in challenges and volunteering, such as through the Duke of Edinburgh's Award.

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

Pupils follow an ambitious and demanding curriculum. This is especially true in modern foreign languages and mathematics. Most pupils learn both French and a second language and then choose to study either French, Spanish, German or Italian at GCSE.

Some pupils deepen their mathematical knowledge by studying a further mathematics enrichment course. In the sixth form, the curriculum broadens further to include law, politics, economics and business A Levels. Most students go on to study at university.

In each subject, the school, supported by the trust, has strengthened curriculum planning. It is clear what pupils need to learn to achieve highly and many do. However, some pupils with special educational needs and/or disabilities (SEND) struggle to follow the curriculum.

This is also the case for pupils with additional needs, such as those with significant gaps in their reading or language skills. Teaching does not consistently support these pupils to learn the subject curriculums well.

The school provides support for pupils who need extra help with their literacy and numeracy.

Pupils continue to learn a broad curriculum, while spending extra time on their basic skills. The school uses assessment precisely to identify and rectify gaps in pupils' knowledge. For example, pupils in the early stages of reading learn a phonics curriculum.

The trust has helped the school to improve the way it uses assessment across all subjects. Pupils recall learning that took place some time ago. This helps them to embed knowledge.

As a result, many pupils confidently explain complex ideas and vocabulary. Their knowledge builds up over time. This is evident in the sixth form, where students start Year 12 with secure knowledge, so they quickly grasp new ideas.

Most of the time, the learning environment is one where pupils concentrate well. Older pupils describe significant improvements to the standard of behaviour in recent years. Girls who join the sixth form feel welcome.

They appreciate the courteous and respectful culture that exists. For example, boys in leadership roles champion the rights of women.

Pupils attend school well overall.

However, the school is working with some groups of pupils to reduce absence. The school has a good understanding of the reasons why pupils miss school and offers an appropriate balance of support and challenge to families. Positive messages about attendance are communicated by the school well.

The school challenges pupils to expand their horizons and helps them to develop their confidence. For example, pupils start Year 7 with an 'off grid' residential experience where they enjoy outdoor learning with their new classmates. Trips abroad are a regular feature of school life.

The careers programme is effective in helping pupils to weigh up the full range of possibilities. Pupils and students in the sixth form are supported to make choices that fulfil their potential.

The trust listens to and understands the views of all of those involved in the life of the school, including parents, staff and pupils.

It has supported the school to maintain its strengths, but also to develop a healthy culture in which pupils are safe and their differences are celebrated. The trust recognises that workload has been high during a period of sustained improvement. They continue to work positively with staff to reduce workload and promote well-being.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils with additional needs find it hard to learn the curriculum because their prior knowledge is not secure, or because information is not presented to them in a way that they understand. The trust should ensure that teaching considers different starting points, so that all pupils are supported to learn the most important curriculum content successfully.

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