Beaconsfield High School

Inspection of Beaconsfield High School Wattleton Road, Beaconsfield, Buckinghamshire HP9 1RR

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Sixth-form provision Outstanding Overall effectiveness at previous inspection Not previously inspected 11–12 December 2019

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What is it like to attend this school?

Pupils throw themselves into their learning and into the remarkable range of extra- curricular opportunities offered at this school. In one pupil’s words, ‘There is something for everyone’. Pupils enjoy exceptional opportunities to develop their talents and wider interests through clubs, activities and societies. Many go on to play sport or take part in musical performances at county or national levels.

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What is it like to attend this school?

Pupils know that they are expected to work hard and think for themselves in class. They relish lively debate and solving tricky problems. Pupils feel a huge sense of satisfaction when they master a new concept or topic. They are fiercely proud of their school and of their own achievements. Pupils do exceptionally well in public examinations in key stage 4 and in the sixth form and go on to appropriate destinations.

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What is it like to attend this school?

Pupils respect the needs and rights of others. Pupils of all ages mix together well and have no concerns about bullying. They say that teachers put a stop to the very rare incidents of mean or spiteful behaviour. Pupils willingly take on responsibilities in school and are keen to get involved in their local community.

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What is it like to attend this school?

Pupils develop into confident, well-educated and thoughtful young adults who are ready to make their mark in the world.

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better?

The headteacher is passionate about pupils’ entitlement to a well-rounded education. With her governing body and senior leadership team, she has transformed the curriculum. A strong culture of learning and achievement runs through the school.

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better?

Teachers use their expert subject knowledge to plan logical sequences of lessons that arouse pupils’ curiosity and stretch their understanding. They make use of the most up-to-date research to inform their teaching. Teachers make sure that pupils have the skills they need to be resilient and resourceful learners. They use a variety of approaches to help pupils remember what they have learned and give pupils plenty of time in lessons to discuss their ideas. Pupils express themselves cogently, both verbally and in writing in all subjects. They use subject-specific vocabulary with precision and make connections between their current and previous learning. Pupils read widely and often, both for pleasure and in their various subjects.

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better?

Pupils with special educational needs and/or disabilities (SEND) receive strong and effective support. Staff involve them in discussions about their needs. Teachers and support staff go the extra mile to make sure that no pupil is left behind.

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better?

Pupils, including those with SEND, follow an ambitious, broad and well-balanced curriculum. Leaders make sure that no future career pathway is closed to pupils. All pupils study for GCSEs in three sciences, and at least one foreign language, and 11–12 December 2019

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humanities and creative arts subject as well as the core curriculum. At A level, students choose from a wide range of courses, tailored to their interests and aspirations. At both GCSE and A level, pupils and students, including those with SEND, achieve very well in public examinations.

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Leaders and governors take their responsibilities for equal opportunities seriously. Pupils and sixth formers learn to respect the needs, beliefs and choices of others through the curriculum and a well-designed programme for personal, social and health education (PSHE). Leaders and governors rightly give a high priority to pupils’ mental health. Trained counsellors provide sensitive emotional support to pupils and sixth formers who need it.

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Pupils make the most of their time in school. A great many pupils, including those with SEND, take part in extra-curricular activities, many of which are run by fellow pupils or sixth formers. Over one fifth of the whole school population is involved in the Duke of Edinburgh’s Award scheme. Sport, music and drama are extremely well catered for. Pupils and sixth formers can take their debating skills further in, for example, the Model United Nations.

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Through volunteering, performances and charitable work, pupils support the local community. Pupils make a difference in school through the school council or eco council, confident that teachers will listen to and act on their views. As subject prefects, sixth formers support younger pupils well, including through remote mentoring for pupils in a Lincolnshire school. The ‘Blossom’ project, conceived and run by sixth formers, also provides targeted help for pupils who need it.

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Pupils and sixth formers are rarely absent, and they are always punctual to lessons. Leaders have effective systems for monitoring behaviour and supporting pupils who need help to manage their emotions.

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Leaders ensure that pupils and sixth formers get up-to-date and relevant careers information, and that staff get any additional training that they need. Staff are highly appreciative of the efforts leaders make to help them manage their workload.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders and governors have created a culture of caring and safeguarding in which pupils’ emotional well-being is of paramount importance. Pupils are taught how to keep themselves safe, including when online. Teachers have had up-to-date training on the main risks facing pupils and they know how to report any concerns they may have. Leaders responsible for safeguarding secure timely and effective help from outside agencies when required.

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Safeguarding

Leaders take great care to ensure that all who work or volunteer in the school have undergone the necessary safeguarding checks. They seek and act on external advice if necessary. 11–12 December 2019

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How can I feed back my views?

or to find out what other parents and carers think. We use Ofsted Parent View information when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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How can I feed back my views?

If you’re not happy with the inspection or the report, you can complain to Ofsted .

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 11–12 December 2019

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School details

Inspection number 10085502 Type of school Grammar (selective)

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provision

Number of pupils on the school roll 1,200

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sixth form

Appropriate authority The board of trustees

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sixth form

Website www.beaconsfieldhigh.bucks.sch.uk

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sixth form

Date of previous inspection Not previously inspected

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Information about this school

 Beaconsfield High School converted to academy status in 2014. When the predecessor school was last inspected in May 2007, it was judged outstanding.  The school uses home tutors based at Aspire alternative provision for a very small number of pupils.

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Information about this inspection

We carried out this inspection under section 8 of the Education Act 2005. We deemed the inspection a section 5 inspection under the same Act.

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Information about this inspection

 We carried out deep dives in English, mathematics, geography, modern foreign languages, art and drama. For each of these subjects, we met with curriculum leaders and teachers, carried out visits to lessons, spoke to pupils and looked at 11–12 December 2019

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some of their work.  Short visits were also made to lessons in other subjects, including physics, chemistry, religious studies, textiles, music, physical education and philosophy.  We also attended an assembly and visited form time.  We met with the headteacher and members of her senior team responsible for various areas of the school’s work, including SEND, pastoral support and personal development.  The lead inspector met four members of the governing body, including the chair of governors. The lead inspector also spoke to the interim Director of Education at Buckinghamshire local authority.  We met with members of staff individually and in groups and spoke to pupils formally and informally at various points in the inspection. We also took account of responses to pupil and staff surveys, as well as Ofsted Parent View.  We reviewed safeguarding arrangements by checking the school’s approach to staff recruitment, scrutinising policy documents and meeting with the designated

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Inspection team

Gary Holden, lead inspector Her Majesty’s Inspector

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Inspection team

Peter Rodin Ofsted Inspector 11–12 December 2019

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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