Beacon Hill Academy


Name Beacon Hill Academy
Website http://www.beaconhillacademy.org.uk
Ofsted Inspection Rating Good
Address High Arcal Drive, Sedgley, Dudley, DY3 1BP
Phone Number 01902677754
Type Academy
Age Range 11-16
Religious Character None
Gender Mixed
Number of Pupils 1045 (51.5% boys 48.5% girls)
Number of Pupils per Teacher 14.9
Academy Sponsor Dudley Academies Trust
Local Authority Dudley
Percentage Free School Meals 26.7%
Percentage English is Not First Language 4.4%
Persistent Absence 25.4%
Pupils with SEN Support 14.5%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (12 November 2015)
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Information about this school

The academy is slightly larger than the average secondary school. The proportion of pupils supported through the pupil premium (additional funding provided by the government to support pupils known to be eligible for free school meals) is slightly above the national average. The proportion of pupils from minority ethnic groups is well below average and very few speak English as an additional language. The proportion of pupils with a disability or special educational needs is well above average. The academy makes specialist provision for eight pupils with autistic spectrum disorders, funded by the local authority. The academy has established a Personal Learning Centre to support pupils who need additional help with behaviour. The academy makes very limited use of alternative provision. Too few attend to make further comment without identifying individuals. The academy has received support from the Tudor Grange Alliance through a school-to-school support agreement. The academy meets the government?s current floor standards, which is the minimum expectation for pupils? attainment and progress.

Summary of key findings for parents and pupils

This is a good school Since the last inspection, rates of progress in all subjects, including English and mathematics, have improved significantly. This year, gaps between the attainment of disadvantaged pupils and others in the school are closing in all year groups and all subjects. The most-able disadvantaged pupils are making better progress than their peers. Teaching is consistently good because teachers in all subjects use assessment information effectively to plan learning that meets the needs of pupils. As a result pupils make good progress. The Principal and senior leaders have effectively communicated a culture of high expectations. They have a thorough understanding of the academy?s performance because they have established rigorous systems to monitor the quality of teaching and learning. Middle leaders are effective. They are well-supported to take a key role in monitoring the quality of provision in their areas of responsibility, using this to inform actions for further improvement. Governors are an integral part of the academy?s focus on continual improvement. They challenge and question appropriately. It is not yet an outstanding school because : Not all marking is precise enough to ensure that pupils understand clearly what they need to do to improve their work. In some lessons, the most-able pupils are not directed well enough to the most challenging tasks. A very small number of older pupils do not behave as well as they could outside the classroom when supervision is at a distance.