|Name||Beulah Junior School|
|Ofsted Inspection Rating||Good|
|Address||Beulah Road, Thornton Heath, CR7 8JF|
|Religious Character||Does Not Apply|
|Number of Pupils||304 (50.7% boys 49.3% girls)|
|Number of Pupils per Teacher||17.1|
|Percentage Free School Meals||35.2%|
|Percentage English is Not First Language||49.8%|
|Pupils with SEN Support||21.5%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (02 October 2018)
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
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.