Henry Beaufort School

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About Henry Beaufort School

Name Henry Beaufort School
Ofsted Inspections
Headteacher Miss Susan Hearle
Address Priors Dean Road, Harestock, Winchester, SO22 6JJ
Phone Number 01962880073
Phase Secondary
Type Community school
Age Range 11-16
Religious Character Does not apply
Gender Mixed
Number of Pupils 1056
Local Authority Hampshire
Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school. Attainment has continued to rise and is now significantly above national averages. Progress in English and mathematics is significantly above national averages with all groups making similar progress to that of their peers.

Year 7 catch-up and pupil premium students are now doing as well as their peers. There has been a relentless drive to raise the quality of teaching and develop independent and resilient learners. Relationships are strong, expectations are high and teachers make use of a variety of teaching methods which are well matched to students' needs and interests.

Students display positive attitudes to their learning and there i...s a strong focus on independent learning and research so that students make good progress. Students are proud of their school and demonstrate very high levels of consideration, courtesy and collaboration within and outside of lessons. The school is a purposeful place in which to learn.

Behaviour is good and instances of bullying are extremely rare, and exclusions have reduced significantly. Attendance rates are improving. All leaders and managers, including middle managers and those responsible for governance, have high expectations and ambitions for the school.

The headteacher has challenged underachievement and ensured that every child really does matter. Self-evaluation is accurate. The curriculum is broad and balanced, and students' literacy, numeracy, and information and communication technology skills are well developed.

Provision for students' spiritual, moral, social and cultural development is strong. It is not yet an outstanding school because : Not enough teaching is outstanding to ensure that students consistently make very rapid progress from their starting points. Middle-attaining students have not made as much progress as their lower- and higher- attaining peers, although this is now being addressed by the school.

Marking is variable and does not always provide students with clear guidance on how well they are doing and what they must do to improve. Leaders and managers do not make sufficient use of available data to identify, evaluate and address trends in achievement and attendance.

Information about this school

Henry Beaufort School is an average-sized comprehensive school with specialisms in technology and humanities.

The vast majority of students are of White British heritage as well as a very small number of Asian, African, Chinese and mixed-heritage students. The proportion who speak English as an additional language is in line with national averages. The proportion of disabled students and those with special educational needs supported by school action is in line with national averages.

The proportion of students supported by school action plus or with a statement of special educational needs is also in line with national averages. The school has a hearing-impaired unit on-site for up to 15 students which is managed by the school. The proportion of students in receipt of the pupil premium, which provides additional government funding to support pupils known to be eligible for free school meals, children who are looked after by the local authority and children from service families, is below average.

Approximately one tenth of Year 7 students are eligible for the catch-up programme for students who did not achieve the expected level in English at the end of Key Stage 2. A small number of students attend alternative provision off-site programmes at The Bridge providing for students with behaviour, emotional and social difficulties. The school meets the government's current floor standards, which set the minimum expectations for students' attainment and progress.

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