|Name||Beacon Hill Academy|
|Ofsted Inspection Rating||Good|
|Address||High Arcal Drive, Sedgley, Dudley, DY3 1BP|
|Number of Pupils||1045 (51.5% boys 48.5% girls)|
|Number of Pupils per Teacher||14.9|
|Academy Sponsor||Dudley Academies Trust|
|Percentage Free School Meals||26.7%|
|Percentage English is Not First Language||4.4%|
|Pupils with SEN Support||14.5%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (12 November 2015)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
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.