Beverley High School

Name Beverley High School
Ofsted Inspection Rating Good
Inspection Date 10 March 2015
Address Norwood, Beverley, HU17 9EX
Phone Number 01482881658
Type Secondary
Age Range 11-18
Religious Character Does not apply
Gender Girls
Number of Pupils 867 (100% girls)
Number of Pupils per Teacher 17.8
Local Authority East Riding of Yorkshire
Percentage Free School Meals 9.8%
Percentage English is Not First Language 2.3%
Persisitent Absence 12.8%
Pupils with SEN Support 3.8%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school is smaller than others of its type. The number on roll has declined since the last inspection. Most students are of White British heritage and speak English as their first language. The proportion of students known to be disadvantaged and therefore supported through the pupil premium is below average. The pupil premium funding is additional government funding for those students who are known to be eligible for free school meals, and those who are looked after by the local authority. The proportion of disabled students and those who have special educational needs is below average. The school meets the government’s current floor standards, which are the minimum expectations for students’ attainment and progress in English and mathematics by the end of Year 11. The school works in partnership with Beverley Grammar School to provide a joint sixth form. Students divide their time equally between the two sites. Since the last inspection, the school has worked closely with the local authority, a National Leader of Education (NLE) from the Riding Forward Teaching School Alliance and a Local Leader of Education (LLE) from Wolferton School. The school does not enter any students early for GCSE examinations. No students in Key Stages 3 and 4 are educated away from the school. A new deputy headteacher joined the school in January 2014. An assistant headteacher who is also the head of the sixth form joined in April 2014.

Summary of key findings for parents and pupils

This is a good school. Students make excellent progress throughout Key Stages 3 and 4 because the school has focused relentlessly on raising achievement since the last inspection. Students achieve standards that are well above average and are continuing to rise in many subjects. Many students make rapid progress over time, including in English and mathematics because : much teaching is outstanding. The headteacher has provided very strong leadership in driving up standards and progress. As a result, students are prepared very well for the next stage of their education, or for training and employment. The governing body oversees the school’s work comprehensively. It asks probing questions about leaders and managers’ impact on teaching and students’ progress, and plans well for the future. Students’ spiritual, moral, social and cultural understanding is promoted exceptionally well through the curriculum and through daily routines. New senior leaders have settled into their whole-school roles well and have had a good impact on achievement and teaching through their increasingly thorough monitoring and prompt actions. Students feel safe and know how to keep themselves safe. Students’ behaviour around the school is very good. Their behaviour in lessons is good. Students achieve well in the sixth form. They make good progress, aided by improved communication between the two schools and the greater rigour in checking the quality of teaching and achievement. It is not yet an outstanding school because : A small minority of students do not apply themselves fully in lessons despite having access to high quality teaching. The proportion of students who are late to school, while reducing, is too high and means that some students lose learning time. Students do not consistently feel that their views are considered and accepted by the staff. Similarly, parents do not always feel that their views are taken on board. Middle leaders are developing their roles quickly, but do not yet all use information about students’ progress as skilfully as possible in the checking of teaching and the rate of students’ progress.