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The Henry
Beaufort
School

Ofsted Reports & Policies

Inspection dates; 27–28 June 2013

Overall effectiveness

Previous inspection:

Outstanding

1

 

This inspection:

Good

2

Achievement of pupils

 

Good

2

Quality of teaching

 

Good

2

Behaviour and safety of pupils

Good

2

Leadership and management

Good

2

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 is 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.

To read the full report you can download the latest version below, and see our full history here.