Beacon Academy

Highlights from Latest Inspection

Outcome

Beacon Academy continues to be a good school. There is enough evidence of improved performance to suggest that the school could be judged outstanding if we were to carry out a graded (section 5) inspection now. The school's next inspection will be a graded inspection.

What is it like to attend this school?

Beacon is a welcoming school with a tangible community feel. Leaders encourage high-quality learning in this ambitious and successful academy. Pupils achieve very high standards.

Many go on to top universities, apprenticeships or to prestigious careers, such as in the navy.

Pupils strive to 'make their MARK' (manners, acceptance, respect, kindness). These values are evid...ent in the very strong relationships between teachers and pupils, and between pupils themselves.

Pupils are very polite and courteous and welcome each other's differences. As one parent said: 'My daughter has only joined the school recently, but we love the inclusive, friendly and welcoming ethos.'

Leaders have very high expectations of behaviour and pupils live up to it.

They show considerable respect and care towards each other. Bullying, if it happens, is quickly dealt with by the very committed student support team. Pupils feel safe and are rightfully proud to come to Beacon Academy.

Pupils benefit from a huge range of extra-curricular activities. Clubs include parkour, horticulture and drama. As one pupil said, 'There's a club for everything'.

Many pupils relish taking part in the Duke of Edinburgh Award scheme and sixth formers enjoy mentoring younger pupils. Pupils are excited to be going on visits again, including the upcoming ski trip. They eagerly take on many leadership opportunities, such as becoming 'student ambassadors' who show visitors around the school.

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

The executive headteacher is a passionate leader with a clear vision for the school. She is supported by a very talented team of senior and middle leaders. Governors and trustees bring a wealth of experience to their roles.

There is a strong sense of working together, with staff frequently going the extra mile for their pupils. Staff are proud to work at Beacon. They value the trust that leaders place in them.

Staff at all levels feel very well supported, including teachers in the early stages of their careers. They value the careful consideration that leaders always give to their well-being and workload.

Leaders have designed an ambitious and challenging curriculum.

Key stage 3 is broad and balanced, providing a strong foundation for later study. Pupils have an exceptionally wide choice of subjects to choose from in key stage 4 and in the sixth form, such as engineering, psychology and politics. Pupils with special educational needs and/or disabilities (SEND) follow the same ambitious curriculum as their peers.

Subject leaders have designed their courses with great care and skill. They have selected the most useful topics to study, and in the best order, so that pupils build their knowledge and skills securely. Pupils revisit key themes at a more advanced level as they make their way up the school.

Teachers are real experts in their field. They are skilled at helping pupils to develop their ideas. For example, in a Year 9 German lesson, pupils used their knowledge of time phrases, conjunctions and opinions to make simple sentences much more complex and interesting.

Teachers use a range of strategies, such as modelling answers, to help pupils explore their work independently. This is especially helpful for pupils with SEND. Teachers expertly check what pupils know and how well they understand the work.

They quickly identify misconceptions or gaps and correct them.

In lessons, pupils are eager and curious learners. In the sixth form, for example, they eagerly ask questions around the topic they are studying, either to extend discussions or to check their understanding.

In key stages 3 and 4, pupils get to work quickly. This means that learning is business like and not often disrupted by any off-task behaviour. Pupils are easily able to articulate what they are learning and remember what they have learned, often from some time ago.

Staff know pupils very well. Many pupils with SEND make excellent strides forward because of the high-quality teaching in the classroom. Those that need extra help with handwriting, for example, receive it from specialist staff.

All pupils are encouraged to read for pleasure. Those that need extra support with their reading are quickly identified. Specific programmes are in place, with trained professionals, to help them to catch up.

Leaders have designed a comprehensive programme to develop pupils' understanding of the world around them. Pupils learn how to stay safe and look after their well-being in personal development lessons, tutor time and assemblies. For example, pupils can confidently explain about mobile phone safety and alcohol misuse.

They understand how to recognise extremist views. The programme is kept under constant review and often adapted to respond to issues that arise locally or nationally.

Careers education is a strength of the school.

A carefully-thought-out programme begins in Year 7. Pupils in Year 11 go on work experience placements and benefit from one-to-one careers interviews. Disadvantaged pupils and those with SEND are carefully guided with their career decisions.

Sixth-form students get a wealth of advice and support, which they greatly appreciate. This means pupils are very well prepared for their next steps.

Safeguarding

The arrangements for safeguarding are effective.

Leaders leave nothing to chance when it comes to safeguarding. Staff are trained to a high standard. The safeguarding team is extremely well organised, with highly efficient systems in place.

Governors carefully oversee the school's safeguarding processes.Staff work closely with a wide range of outside support agencies to ensure that pupils quickly get the help that they need. In addition, the school benefits from the excellent support services of an on-site charity whose staff are very knowledgeable.

Pupils are taught how to keep themselves safe and value the help they get from the pastoral team. It is their first port of call if they need support with any emotional difficulties they may be experiencing.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good in March 2017.