|Name||Beal High School|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||21 March 2012|
|Address||Woodford Bridge Road, Ilford, Essex, IG4 5LP|
|Religious Character||Does not apply|
|Number of Pupils||2562 (55% boys 45% girls)|
|Number of Pupils per Teacher||16.2|
|Academy Sponsor||Beacon Multi-Academy Trust Limited|
|Percentage Free School Meals||9.1%|
|Percentage English is Not First Language||49.5%|
|Pupils with SEN Support||8.4%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||Yes|
Information about the school
Beal High School is an above average-size high school serving a part of Redbridge of considerable ethnic and cultural diversity. The proportion of boys is slightly higher than that of girls. The proportion of pupils known to be eligible for free school meals is low. The school has a communication and learning department (CLD) for students with a range of social and communication difficulties, including autism and Asperger’s syndrome. The proportion of disabled students and those who have special educational needs is higher than the national figure. The school meets the government’s floor standards, which set the minimum expectations for students’ attainment and progress. The executive headteacher is a National Leader in Education and the school is the lead sponsor of a nearby academy. Over the next 12 months, the school is set to acquire new buildings and expand to 12 forms of entry.
This is an outstanding school. Exemplary behaviour, mutual respect and a highly inclusive culture are key contributory factors. Judicious, distributed leadership has a very positive impact on the performance of teachers and the quality of teaching. Students make outstanding progress throughout the school and attain high standards. Overall effectiveness of the sixth form is outstanding. Teaching is highly effective in meeting the needs of all students and promoting rapid progress over time. Teachers are knowledgeable, enthusiastic and innovative in their approaches to teaching. Lessons are characterised by a range of carefully selected activities that motivate and actively engage students in their learning. Provision for disabled students and those with special educational needs, including those in the CLD, is a conspicuous strength of the school. In lessons and around the school, students’ behaviour is impressive. They are at all times both courteous and considerate. A culture of respect permeates the school. Adults within the school at all levels expect nothing less than the best of students in terms of their conduct and attitudes to learning and each other. Students in turn are highly responsive and manage their behaviour exceptionally well. The executive headteacher and staff work cohesively and rigorously, building on past successes and securing excellent improvement over a sustained period. Senior leaders know the school extremely well and target development carefully, resulting for example, in better teaching and improvements in subject performance over time. Teacher performance and leadership of teaching are carefully aligned to the tracking of student achievement. Consequently, sophisticated pre-emptive training and interventions to build staff capacity ensure that dips in performance are effectively halted. The combination of positive student attitudes and the rich curricular offer ensure that the spiritual, moral, social and cultural development provided is outstanding.