Setting

Store Street Manchester M1 2WD T 0300 123 1231 www.gov.uk/ofsted

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Michelle Goundry Interim Headteacher Beaufort School Stechford Road Hodge Hill Birmingham West Midlands B34 6BJ

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Special measures monitoring inspection of Beaufort School

This letter sets out the findings from the monitoring inspection that took place on 23 and 24 September 2025, on behalf of His Majesty’s Chief Inspector of Education, Children’s Services and Skills. The monitoring inspection was carried out under section 8(2) of the Education Act 2005 and was the third monitoring inspection since the school was judged to require special measures following the graded (section 5) inspection that took place in June 2023.

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Special measures monitoring inspection of Beaufort School

The purpose of a monitoring inspection is not to grade the school’s key and (where applicable) provision judgements, but to identify and report on the school’s progress. It is to highlight to the school and parents any improvements that school leaders have made since the school’s previous graded inspection.

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Special measures monitoring inspection of Beaufort School

During the inspection, Gareth Morgan, His Majesty’s Inspector (HMI), and I discussed with you and other senior leaders, as well as a group of interim executive board members and representatives of the local education authority, the actions that have been taken to improve the school since the most recent graded inspection. We discussed the ongoing impact of the COVID-19 pandemic. We also completed lesson visits, reviewed curriculum materials and reviewed safeguarding records with the designated safeguarding leaders. I also met with staff and considered responses to the online staff survey. I have considered all this in coming to my judgement.

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Leaders have made progress to improve the school, but more work is

necessary for the school to no longer be judged as requiring special measures.

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The position regarding the appointment of early career teachers will be

considered again during any monitoring inspection we carry out.

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The progress made towards the removal of special measures

Since the last inspection, the school has undergone significant changes in leadership and staffing. You have taken on the role of interim headteacher as of September, following the departure of the previous interim headteacher when their fixed-term contract concluded. Additionally, the leadership team has undergone a restructuring. It now includes two assistant headteachers. One was appointed externally to cover a maternity leave, and the other was promoted internally on a fixed-term contract. These changes have been accompanied by the recruitment of key staff, including a new family support worker and a senior office manager. They have brought some much-needed stability to key aspects of the school. While the leadership team is still in the process of embedding, there is a renewed sense of optimism and a greater capacity for improvement.

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The progress made towards the removal of special measures

During this monitoring inspection, we focused on key aspects of provision, including safeguarding, reading, curriculum planning and special educational needs and/or disabilities. Particular emphasis was placed on communication systems and behaviour management. The aim was to evaluate the school’s progress in addressing the areas for improvement identified in the previous inspection.

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The progress made towards the removal of special measures

Since the last monitoring visit, in January 2025, you have continued to refine both the curriculum and its delivery in classrooms. There is now greater clarity around the different curriculum pathways and what each should offer in terms of provision and adaptation. This structure is beginning to have a positive impact, particularly in the early years, where communication strategies and curriculum adaptations are used mostly effectively. However, inconsistencies persist across subjects and pathways. Further refinement is needed to ensure that the curriculum consistently meets the varied needs of pupils.

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The progress made towards the removal of special measures

One of the most significant improvements in the school has been in early reading. Staff have received training to help them teach phonics more effectively, with support from a reading specialist. The school has introduced a carefully selected set of books, known as the reading spine, to provide pupils with regular and meaningful reading experiences. Resources such as phonics books, listening boxes and sensory stories have also been updated to support the school’s reading goals better. To involve families, the school has run workshops and encouraged reading at home. This helps parents support their children’s learning. These efforts show a strong commitment to helping pupils build the reading skills they need to succeed.

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The progress made towards the removal of special measures

Although the school has made good progress in some areas, some challenges are still hindering the changes needed to require special measures no longer. Staff changes, including personnel leaving and the use of temporary staff, have made it more challenging to build a strong and consistent team. While there are examples of excellent practice, especially in the early years, learning across the school does not always meet pupils’ needs well. Not all staff use the school’s communication strategies effectively. Plans to strengthen middle leadership and improve how the curriculum is led and delivered were not implemented because several teachers left at the end of last year. Leaders have rightly focused on improving the curriculum and early reading. However, more work is needed to ensure that all subjects are well led and that teaching is consistent across every class.

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The progress made towards the removal of special measures

You, along with other school leaders and staff, have taken actions to improve the quality of education for pupils, with several initiatives showing promise for sustainable improvement. You have also prioritised communication strategies, such as the use of communication boards and signing, which are becoming embedded across the school. These actions reflect a clear commitment to addressing key areas of improvement, particularly for pupils with more profound communication and learning needs. However, leadership instability, including high turnover and reliance on acting roles, remains a significant barrier to embedding long-term improvements.

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The progress made towards the removal of special measures

Staff receive support through targeted professional development. This includes regular coaching, peer observations and training focused on areas such as phonics, communication strategies and curriculum adaptation. Initiatives such as ‘communication champions’ have enhanced staff’s capacity to meet pupils’ needs. This is fostering a culture of reflection and professional growth. Staff are positive about your work and the work of other leaders and feel supported. However, for some, workload pressures and the turbulence caused by leadership changes have contributed to staff instability. This makes it challenging to embed and maintain consistent practices.

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The progress made towards the removal of special measures

The arrangements for safeguarding are effective. Robust systems have been embedded across all staff, ensuring a whole-school approach to safeguarding. Staff receive regular training, and effective reporting mechanisms are in place to proactively identify and address concerns. A culture of vigilance and open communication has been fostered. This ensures that safeguarding practices are consistently applied. The school is working hard to improve attendance by taking a supportive and holistic approach. Weekly meetings are held to monitor attendance, and staff work closely with families to identify and address any barriers to regular attendance. These arrangements demonstrate the school’s commitment to ensuring the safety and well-being of all pupils.

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The progress made towards the removal of special measures

Governance has played a vital role in driving improvement. The interim executive board (IEB) has provided consistent strategic oversight during a period of leadership instability. The incoming academy trust has also offered, in your opinion, valuable support in leadership development, curriculum planning and administrative relief. This is laying the groundwork for future stability.

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The progress made towards the removal of special measures

As a school, you have utilised support from external partners to drive improvement in key areas. You feel that external consultants have supported the development of the reading curriculum through phonics training, thereby strengthening early reading instruction. Support from external specialists has also, in your opinion, enhanced behaviour management strategies, particularly for pupils with complex needs, through personalised behaviour plans and reflective analysis.

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The progress made towards the removal of special measures

I am copying this letter to the chair of the IEB, the Department for Education’s regional director and the director of children’s services for Birmingham City Council. This letter will be published on the Ofsted reports website.

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