Beulah Junior School


Name Beulah Junior School
Website http://www.beulahjuniors.co.uk/
Ofsted Inspection Rating Good
Address Beulah Road, Thornton Heath, CR7 8JF
Phone Number 02086534921
Type Primary
Age Range 7-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 304 (50.7% boys 49.3% girls)
Number of Pupils per Teacher 17.1
Local Authority Croydon
Percentage Free School Meals 35.2%
Percentage English is Not First Language 49.8%
Persisitent Absence 10.6%
Pupils with SEN Support 21.5%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (02 October 2018)
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Information about this school

Beulah is a larger-than-average junior school. It has three classes in each year group. The school shares its site with Beulah Infants School. The proportion of pupils who are eligible for the pupil premium funding is above the national average. The proportion of pupils who speak English as an additional language is well above the national average. The proportion of pupils who have SEN and/or disabilities is above the national average. The largest ethnic groups in the school are Black or Black British African and Black or Black British Caribbean.

Summary of key findings for parents and pupils

This is a good school Leaders and governors have worked effectively to improve pupils’ achievement since the decline in standards in 2016. As a result, pupils’ outcomes are improving, and the school offers a good standard of education. The headteacher, leaders and governors have a sharp understanding of what they need to do to improve the school further. Leaders ensure that experienced teachers and those who are new to the profession receive effective support and challenge to improve their skills. There is a strong culture of safeguarding in the school. Pupils know that staff care deeply about them and want to keep them safe from harm. Pupils are kept safe at school and know how to keep themselves safe online and out in the community. Leaders have worked systematically to help teachers to improve their teaching of writing and mathematics. This has had a good impact on achievement across the school. Despite leaders’ unrelenting efforts, too many pupils are frequently absent from school. This hampers learning. Leaders have rightly focused on making sure that reading, writing and mathematics are taught well. Pupils also benefit from learning across a range of subjects. Pupils are unreservedly friendly, honest, open and fun to be with. They are resilient, take risks and never give up, even when they find work challenging. Leaders and teachers have instilled in pupils a strong sense of self-awareness and self-belief. This is a great strength of the school’s work. Pupils and staff exemplify the school’s ‘SUPER’ values of ‘success, unity, pride, enjoyment and respect’. Leaders plan thoughtfully to meet the needs of pupils who have special educational needs (SEN) and/or disabilities. Behaviour is good. Bullying incidents are rare and dealt with effectively by staff. Sometimes, teachers set tasks in reading and in mathematics which do not build effectively on what pupils already know and can do. Leaders have wisely identified that the school’s assessment system needs further refinement to help them more accurately evaluate achievement from pupils’ starting points when they join the school.