Beech Grove School

Inspection of Beech Grove School Forest Drive, Nonington, Dover, Kent CT15 4FB

p.1

Inspection dates: 30 April to 2 May 2024

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good Early years provision Good Sixth-form provision Outstanding Overall effectiveness at previous inspection Good

p.1

Overall effectiveness Good

Does the school meet the independent school standards?

p.1

What is it like to attend this school?

Pupils flourish at their happy, inclusive and welcoming school. They are extremely polite and considerate towards others. Pupils’ exemplary attitudes toward their education are reflected in their extremely high rates of attendance. Across all phases, they make the most of their experiences in school and achieve well. Pupils’ enjoyment of learning is shown by the high levels of engagement seen in every classroom. Younger children love exploring the extensive outside spaces. They talk animatedly about their work as they play in the exciting environment.

p.2

What is it like to attend this school?

The school places a high importance on pupils’ leadership skills. Younger pupils enjoy being mentored by their sixth-form peers. Pupils revel taking part in a rich variety of activities, such as culinary skills, orchestra, robotics and the ever-popular pigeon racing club.

p.2

What is it like to attend this school?

Pupils have a strong sense of social justice and equality. They collect donations for the different causes they support. For example, they organised the recent ‘ultra- relay’ to raise funds for disadvantaged children in other parts of the world. Pupils understand fundamental British values, including the mutual respect and democratic principles. They know that discrimination of any kind is wrong. Pupils told inspectors that people should not be treated differently because of what they look like or believe in.

p.2

better?

Pupils are fluent and independent readers. Sharing and reading books is an important part of the school’s culture. Pupils talk passionately about the diverse and interesting range of books they enjoy. The curriculum creates opportunities for pupils to read and interpret various authors and genres. Children in the younger years wholeheartedly join in the songs, poems and rhymes which form part of everyday routines. Older students look forward to reading aloud and holding insightful discussions about the texts they encounter in the different subjects they study. Staff expertly provide extra support for any pupils who struggle. This helps these pupils to improve their reading skills quickly and effectively. One pupil said, ‘Reading gives us a great feeling of independence.’

p.2

better?

Pupils’ excellent attitudes towards their school and others begin in the early years. Here, children demonstrate high levels of respect and consideration. They learn to share resources, take turns and play amicably. Further up the school, pupils told inspectors that unkindness is incredibly rare. This is because pupils value and understand the importance of being excellent role models. They describe their school as a ‘peaceful and responsible community’.

p.2

better?

The school’s work to promote pupils’ character is exceptional. Pupils have an excellent understanding of spiritual, moral, social and cultural aspects of life. For example, they learn to appreciate differences in the world because of the rich and extensive experiences provided by the school. These include visits to different places 30 April to 2 May 2024 of worship and learning about other cultures, festivals and religions. Pupils learn how to look after their physical and mental health. They are taught how to stay safe online, and to understand what factors contribute to a positive relationship. Pupils think nothing of volunteering their support for the different causes they choose. For instance, welding and assembling benches for play areas in Ukraine, catering for refugees in Calais and helping to repair a church in Birmingham. As one younger pupil said, ‘It makes us happy to know that we are making a difference by

p.2

better?

The school’s curriculum is interesting and engaging in all areas. It provides teachers with clear information about the precise knowledge that pupils should learn in each subject and the order in which it should be taught. Staff receive the training that they need to adapt resources and equipment to meet the needs of any pupils with special educational needs and/or disabilities (SEND). If a pupil is having difficulties with aspects of English or mathematics, they are identified quickly and given appropriate support. As a result, pupils with SEND access the same learning as their peers.

p.3

better?

The curriculum is brought to life by an interesting range of trips, visits and experiences. For example, in history, older pupils visit war graves in France and Belgium. Younger pupils visit places such as Battle Abbey and Canterbury Cathedral to learn about their locality. Pupils’ learning is further enriched by visitors and experts from an array of specialist fields, including science, engineering, the arts and music. Older pupils receive excellent careers guidance through personalised sessions. They are also extremely well supported to make their choices through visits to colleges, universities and employers beyond the community.

p.3

better?

Staff in the sixth form provide excellent opportunities for pupils to discuss and develop their secure subject-specific knowledge and technical vocabulary. They skilfully help students to make links in their work and deepen their knowledge about the different subjects they study. Staff review students’ progress continuously and are always on hand to provide highly effective support when needed. However, for younger pupils, this is not as strong. This is because, in some subjects, teachers do not make sure that pupils embed the important knowledge they need to learn well. They do not check and help pupils make links with what they have learned previously. Where this happens, pupils do not learn as well as they could.

p.3

better?

Staff are unwaveringly committed to their roles. They receive well-considered opportunities to develop their careers, undertake research and collaborate with their international colleagues in the Bruderhof community. They are proud of the positive difference they make in pupils’ lives. Parents are full of praise for the school. They recognise and prize how staff help their children achieve their goals and wider aspirations. As one parent said, ‘We are happy that we as parents can work with the staff as a team for the benefit of our children.’

p.3

better?

The proprietor body ensures that the school and boarding premises are well maintained and consistently meets the required health and safety standards. They use their extensive experience and knowledge of the school’s specialist curriculum to 30 April to 2 May 2024 hold leaders to account for the quality of education pupils receive. Together with the education committee, the proprietor body ensures that the school meets the independent school standards, including the requirements under schedule 10 of the Equality Act 2010 securely.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.4

(Information for the school and proprietor)

 Sometimes, teachers do not help younger pupils make links between what they have learned previously and what they are learning currently. Where this happens, pupils do not learn as well as they could. The school should ensure that staff have strong curriculum pedagogy and effectively support pupils to remember long term the content they have been taught by making links in their knowledge.

p.4

How can I feed back my views?

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

p.4

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 30 April to 2 May 2024

p.4

School details

Unique reference number 131181 DfE registration number 886/6073

p.5

School details

Inspection number 10322064 Type of school Other Independent School

p.5

School details

School category Independent boarding school

p.5

School details

Gender of pupils in the sixth form Mixed

p.5

form

Headteacher Jeffrey Maendel (executive headteacher)

p.5

form

Annual fees £4,000 to £10,000 (external day pupils)

p.5

form

Dates of previous inspection 4 to 6 December 2019 30 April to 2 May 2024

p.5

Information about this school

 Beech Grove School is situated within the Beech Grove Bruderhof Christian Community on a 140-acre site in rural Kent. Established in 1996, the school provides education for children aged from four to 19 years.  The majority of pupils who attend are part of the community. Where this is the case, parents are not required to pay a fee. However, the school also admits a number of external pupils whose parents pay tuition.  Children aged four to six attend kindergarten. Pupils aged six years and upwards attend the Junior School, which is for 1st Grade to 8th Grade, equivalent to Years 2 to 9. Older pupils attend the Senior School, which is for 9th Grade to 12th Grade, equivalent to Years 10 to 13.  The school is one of two schools in England which are owned and run by Church Communities UK, a registered charity run by a board of trustees.  An education committee is responsible to the board of trustees for governance of

p.6

Information about this school

the school.  The school’s executive headteacher is also responsible for the proprietor’s other school in Robertsbridge, East Sussex.  The school has an exemption from the learning and development requirements of the early years foundation stage.  The school currently provides boarding for 25 pupils aged 14 to 18 living in the boarding provision.  The school does not currently use alternative provision.

p.6

Information about this inspection

Inspectors carried out this inspection under section 109(1) and (2) of the Education and Skills Act 2008. The purpose of the inspection is to advise the Secretary of State for Education about the school’s suitability for continued registration as an independent school.

p.6

Information about this inspection

The school meets the independent school standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014.

p.6

Information about this inspection

Inspections are a point-in-time judgement about the quality of a school’s education provision.

p.6

Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  This inspection was carried out at the same time as an inspection of the boarding provision. 30 April to 2 May 2024  Inspectors carried out deep dives in these subjects: reading, mathematics, history and physical education. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers and looked at samples of pupils’ work.  Inspectors held a wide range of meetings with the chair of the proprietor body, a member of the education committee, the executive headteacher, senior leaders and teachers.  Inspectors observed pupils’ behaviour during visits to classrooms, during breaktimes and as pupils moved around the school.  Inspectors considered the views of parents expressed in Ofsted Parent View,

p.6

Information about this inspection

Ofsted’s online survey for parents. The lead inspector spoke to some parents at the end of the school day. Inspectors also considered the views of staff during meetings with them.  The lead inspector reviewed and scrutinised a range of documents and policies linked to the standards before and during the inspection. This included the school’s curriculum policy, careers programme policy, health and safety policies, the annual school board report and minutes of the senior school strategy meetings.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.

p.7

Inspection team

Shazia Akram, lead inspector His Majesty’s Inspector

p.7

Inspection team

Kate Fripp His Majesty’s Inspector 30 April to 2 May 2024 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 looked after children, safeguarding and child protection.

p.7

Inspection team

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

Inspection team

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Inspection team

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Inspection team

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8