|Name||Beaumont Leys School|
|Ofsted Inspection Rating||Good|
|Inspection Date||10 March 2020|
|Address||Anstey Lane, Leicester, Leicestershire, LE4 0FL|
|Religious Character||Does not apply|
|Number of Pupils||1074 (53% boys 47% girls)|
|Number of Pupils per Teacher||16.5|
|Percentage Free School Meals||23.2%|
|Percentage English is Not First Language||20.6%|
|Pupils with SEN Support||15.2%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Beaumont Leys School continues to be a good school.
What is it like to attend this school?
This is an inclusive school. Pupils know that leaders have high expectations of what they can do. The school has three values of ‘ambition and success, best self and positive future selves’. These are part of everything that leaders, staff and pupils do.
Staff think about how pupils learn. The curriculum allows most pupils to learn more and achieve well. However, some teachers need support to implement the curriculum, so that all pupils can be successful.
Pupils behave well in school and say that they are able to learn. They like the opportunities that the school offers them. For example, many pupils attend a wide range of clubs and events that are part of the school’s ‘BLS extra’ programme. Pupils, including those who are disadvantaged, have opportunities to develop themselves through activities such as climbing Snowdon.
Pupils are happy and safe. They are respectful to one another and to adults. They say that incidents of bullying are rare and that when they do occur, they are dealt with quickly. Most pupils attend school regularly. Some struggle to do this as well as they should, especially those with special educational needs and/or disabilities (SEND).
What does the school do well and what does it need to do better?
Leaders and staff want all pupils to achieve well. They have considered what the most important knowledge is that pupils need to learn in each subject area. This is planned and sequenced thoughtfully. Teachers help pupils to remember more by recapping their learning frequently in lessons.
Pupils achieve well in their GCSE and other examinations. They do particularly well in English, French and Spanish. Disadvantaged pupils and pupils with SEND are well supported. As a result, they are successful.Pupils value the effective careers guidance programme that begins in Year 7. This helps them to make informed choices for their key stage 4 studies. Year 8 pupils make some choices about which subjects to study from Year 9 onwards. Leaders make sure that the curriculum remains broad and demanding. For example, pupils cover the key stage 3 modern foreign language curriculum in Years 7 and 8. Many pupils continue to study either French or Spanish at key stage 4. All pupils study for a GCSE in religious education. Some pupils study vocational courses at key stage 4. These are appropriate to their talents and needs, for example in hospitality and catering. The proportion of pupils taking the English Baccalaureate suite of courses is increasing.
Teachers have good subject knowledge. They have high expectations of what pupils can achieve. In most lessons, teachers check pupils’ understanding and identify misconceptions, for example during an English lesson, when pupils were learning how to analyse unseen poetry at speed. Some teachers do not check pupils’ understanding carefully or quickly enough before moving on. As a result, some pupils are not moved on to new learning at the appropriate time.
Pupils behave well, and most are keen to learn. Most lessons run smoothly. Staff deal with misbehaviour effectively and reward pupils for good behaviour. Pupils conduct themselves well around the school.
Leaders support the personal development of pupils well. There are lots of opportunities for pupils to learn about other cultures and countries. A full range of activities takes place through the school’s ‘BLS extra’ programme, including sport, fitness and homework clubs. Pupils enjoy the wide range of trips and visits that broaden their horizons. For example, all Year 7 pupils attend the theatre, and older pupils visit universities. Pupils benefit from the comprehensive careers programme, which helps them to prepare well for their next steps in education, employment or training.
The arrangements for safeguarding are effective.
Leaders work relentlessly to protect pupils. The safeguarding team has detailed knowledge of the needs of the pupils it supports. Leaders work well with external agencies to ensure that pupils get the help they need.
All staff have received safeguarding training that is appropriate and up to date. Relevant checks are made when new staff are recruited.
The ‘learning for life’ programme reflects pupils’ needs and the potential risks in the wider community. Staff take a proactive approach to educating pupils about safeguarding issues, including those in the local area.
What does the school need to do to improve?
(Information for the school and appropriate authority)
Some teachers do not check pupils’ understanding well enough. As a result, some pupils are not moved on to the next piece of learning at the appropriate time, while others do not understand the work well enough. Leaders should ensure that all teachers check clearly what pupils have understood in a timely manner before providing additional support or new planned learning activities. . Some pupils do not attend school regularly enough. This is particularly the case for pupils with SEND. Consequently, some of these pupils do not achieve as well as they should. Leaders should ensure that all pupils, including those with SEND, attend school regularly.
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 a section 8 inspection of a good or non-exempt outstanding school. We do not give graded judgements on a section 8 inspection. However, if we find some evidence that the school could now be better than good or that standards may be declining, then the next inspection will be a section 5 inspection. Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will convert the section 8 inspection to a section 5 inspection immediately.
This is the second section 8 inspection since we judged the school to be good in April 2013.