The Beacon School

The Beacon School

Address: Picquets Way, Banstead, Surrey, SM7 1AG Unique reference number (URN): 137735

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Pupils progress steadily through the curriculum. They develop a wide range of skills and knowledge over time. Pupils become increasingly confident in applying their learning. Their work shows that this progress is typically consistent across subjects. This includes in the small number of subjects where previous pupils have not achieved as well as they could in national tests. Overall, achievement is broadly in line with national averages and strongest in English and mathematics. This means pupils are typically well prepared for their next steps.

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Achievement Expected standard

Pupils with barriers to learning typically make appropriate progress from their starting points and achieve well alongside their peers. They learn the crucial skills they need to fill gaps in their prior learning. Pupils become fluent readers and learn the vital mathematical concepts they need. Pupils generally improve the accuracy of their writing, although a small number of pupils do not develop this as quickly as they could.

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Curriculum and teaching Expected standard

Leaders have worked successfully to improve the curriculum. It is now ambitious and well designed. Leaders have identified clearly the skills and knowledge they want pupils to learn. These build in a logical sequence. This provides helpful opportunities for pupils to build on their prior knowledge and work towards ambitious end points.

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Curriculum and teaching Expected standard

Teachers explain learning points clearly. This helps pupils to develop their skills and knowledge. The tasks that teachers select are typically well designed. This helps pupils apply their learning accurately. Teachers make systematic checks on pupils' knowledge. Typically, gaps in learning are swiftly addressed. However, occasionally, staff do not select tasks or use questioning as precisely as they could. This means some pupils do not deepen their understanding as well as they could.

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Curriculum and teaching Expected standard

The school's well-designed approach to teaching reading provides pupils with the skills they need to access the curriculum. The support that pupils receive to improve their writing is more varied. Most pupils write and spell accurately. However, the help that a small number of pupils receive is not precise enough. These pupils do not develop these skills as effectively as they could. Staff know their pupils well and, on the whole, this helps them to adapt their approaches appropriately according to pupils' needs.

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Inclusion Expected standard

The school has well-established processes to identify pupils' needs. Leaders analyse this information carefully. This helps them to build a precise picture of potential barriers that pupils may face. Staff use their detailed understanding of pupils to offer them appropriate help. Pupils' needs are generally well supported and this helps them to make progress from their starting points. Leaders monitor the impact of this work to provide ongoing, high-quality support. The school has a deep understanding of the barriers that pupils known to social care may face. They work closely with a range of agencies to break these down and provide pupils with a range of support. The school shows ambition through its use of additional funding for disadvantaged pupils. Leaders identify the key challenges that these pupils face and select effective strategies to support them. This support is typically applied effectively, which helps

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Inclusion Expected standard

pupils to learn the skills and knowledge they need alongside their peers.

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Inclusion Expected standard

The school has carefully considered the different layers of support that pupils may require according to their needs. Staff are well trained and have detailed understanding of how pupils' needs may change over time. This helps them to intervene swiftly, or adjust their support. The school uses alternative provision effectively. Leaders select appropriate provision as part of a planned approach to help pupils to re-engage with learning quickly.

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Leadership and governance Expected standard

Leaders have been tenacious in their work since the last inspection. This has led to rapid improvement. School leaders have worked closely with the trust to address key issues. They share a precise understanding of the school and the key priorities for improvement. Staff understand what is expected of them. In areas such as attendance, leaders reflect deeply on how to improve, using support from the wider trust to refine the strategies they use.

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Leadership and governance Expected standard

Those responsible for governance are knowledgeable. They have a clear understanding of their responsibilities. They ensure they develop this knowledge of the school through carefully selected activities. As a result, they have comprehensive oversight of the school's work. This allows them to offer challenge and support as needed. All responsible for governance know the school well and share the same high ambition as leaders. They carry out their statutory duties diligently, including overseeing the use of additional funding. They work closely with leaders to refine the support that disadvantaged pupils receive.

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Leadership and governance Expected standard

The school has a carefully planned programme of professional learning. Leaders have identified key areas for development and have used a range of expertise from within the school and trust. They have tailored the training carefully towards priorities and have used trust staff sensitively to address areas that require additional support. Staff enjoy working at the school. They are positive about the training they receive and they feel that this prepares them suitably for their roles.

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Personal development and wellbeing Expected standard

Leaders have designed a curriculum that extends far beyond the classroom. This includes a wide range of clubs that help pupils to develop varied skills and talents. Pupils have ample opportunities to share these new talents. All pupils have the opportunity to represent the school in a wide range of sports. They also enjoy other activities, such as 'spelling bees'. The school enhances this offer with highly engaging trips and visits. Pupils speak excitedly of the skills they learned on a trip to 'NASA', the National Aeronautics and Space Administration. Leaders consider pupils' needs carefully when planning these activities, ensuring that all pupils can experience trips that deepen their learning. Leaders do all they can to break down financial barriers.

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Needs attention

The school has a well-designed personal, social and health education curriculum. Pupils return to prior learning to develop increasingly sophisticated understanding. This helps pupils to develop age-appropriate understanding of the concepts they learn. This is particularly precise in terms of key concepts, such as consent. However, pupils are less detailed in their recall of ideas, such as democracy. They learn how to stay safe in different contexts and can explain their learning related to this confidently.

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Needs attention

Pupils are well prepared for life in modern Britain. Leaders ensure they have a range of opportunities to consider views that differ to their own. The school ensures activities are well planned. This gives pupils opportunities to consider important ideas, such as diversity, in a meaningful way. As a result, pupils have mature attitudes to difference. Pupils also develop important skills, such as leadership and resilience. They do this through exciting residential trips or roles as house leaders. Each class has appropriate opportunities to contribute to the wider community. Pupils are proud of this work.

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Needs attention

The school has a well-designed careers programme. This begins with planned careers education that develops pupils’ understanding of the world of work over time. The school enhances this with a popular annual careers fair. Pupils have the guidance and opportunities they need to plan successful next steps.

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Attendance and behaviour Needs attention

Although attendance is broadly average overall, the attendance of disadvantaged pupils remains low. This means too many vulnerable pupils miss crucial learning. Leaders have prioritised their work to improve attendance. Rates have improved over time. Systems for monitoring absence are now well established. Leaders use these well to understand potential barriers to attendance and respond swiftly. This has been successful for most pupils but, so far, has not made a sufficient difference for disadvantaged pupils.

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Attendance and behaviour Needs attention

Behaviour has improved significantly since the previous inspection. Leaders have been tenacious in their work to establish the school's values in a meaningful way. Pupils understand the importance of kindness and respect. Staff enhance this through consistently high expectations. As a result, pupils typically behave well. They respond quickly to any reminders about expectations. This creates a sense of calm and order. On the whole, pupils enjoy learning. They concentrate hard on their studies. As a result, classrooms are purposeful environments. Leaders have detailed oversight of behaviour within the school. They analyse pupils’ behaviour carefully. This helps them to identify quickly those pupils who may need additional help to behave well. The support these pupils receive is effective and helps them to improve their conduct. Leaders respond swiftly to incidents of bullying. Pupils are confident that staff will deal with these issues sensitively.

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What it's like to be a pupil at this school

Pupils are confident and happy at this caring school. Staff encourage them to be individuals. Teachers forge warm and meaningful relationships with pupils. This helps staff to know pupils well. These positive relationships are evident throughout the school, as seen in warm greetings and happy conversations between pupils, staff and leaders. Pupils understand the importance of community. They demonstrate this through the polite and courteous behaviour they show each other. As a result, a sense of calm permeates the school. Pupils behave well. They feel this aspect of the school has improved significantly since the last inspection. Pupils feel safe in school. They say bullying does sometimes occur but they know that staff will manage any issues that arise.

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What it's like to be a pupil at this school

Pupils typically achieve well. This is evident in their improving outcomes. Pupils develop detailed knowledge in English and mathematics. They concentrate well on their studies and listen carefully to their teachers. This creates a purposeful atmosphere in the majority of classes. Pupils generally learn the skills and knowledge they need to be ready for their next steps. Pupils typically enjoy learning and the school's many wider opportunities. This is evident in their increased attendance over time. However, a small number of disadvantaged pupils still do not attend as well as they should. This means they miss out on crucial learning.

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What it's like to be a pupil at this school

Pupils feel well supported in school. They have trusted adults they can discuss any worries with. The school prioritises pupils' mental health. Staff offer them a wide range of resources to manage their feelings effectively. This includes interventions such as the high-quality 'Bridge' provision. This provides those pupils with the most complex barriers to success the help they need to thrive. One parent said the provision was a ‘safe place for pupils’. This is a view shared by many. Pupils have access to well-designed processes to share their concerns and ask for help when they need it.

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Next steps

Leaders must increase the intensity of support aimed at improving the attendance of disadvantaged pupils so that this rises to at least broadly in line with national averages. Leaders should ensure that teachers provide pupils with appropriate opportunities that help them to deepen their understanding and strengthen their skills. Leaders should ensure that they precisely identify the small number of pupils who require additional help with handwriting and spelling, and provide them with the support they need to improve these essential skills.

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About this inspection

This school is part of the GLF Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO) Warwick Sharp, and overseen by a board of trustees, chaired by Ian Wilson.

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Team inspectors:

Giles Osborne, Ofsted Inspector Alan Blount, Ofsted Inspector Heather Whitmore, Ofsted Inspector Simon Woodbridge, His Majesty's Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 16 June 2026

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1,022

Close to average Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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1,022

Following our renewed inspection framework, all inspections are now led by His Majesty's Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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1,022

The inspectors met with the headteacher and other leaders during the inspection. The lead inspector also met with a representative of the CEO and those responsible for governance, including the trust governance professional. The inspection team also spoke to groups of staff and pupils during the inspection.

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1,022

The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education, qualifications and apprenticeships.

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1,022

The inspectors confirmed the following information about the school:

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1,022

The school currently makes use of 6 alternative provisions, including 2 that are unregistered.

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1,022

The school's post-16 provision has closed since the previous inspection.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational needs support at the school.

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What does this mean?

Based on the English indices of deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced provision or SEND unit (if applicable).

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English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

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national average

2024/25 (final) 51.2% 45.4% Close to average

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national average

2023/24 (final) 52.8% 45.9% Close to average

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national average

2022/23 (final) 48.9% 45.3% Close to average

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Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2024/25 (final) 45.1 46.1 Close to average

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national average

2023/24 (final) 46.4 45.9 Close to average

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national average

2022/23 (final) 44.6 46.3 Close to average

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Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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national average

2023/24 (final) -0.14 -0.03 Close to average

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national average

2022/23 (final) -0.07 -0.03 Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

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national average

2024/25 (final) 20.0% 25.8% Close to average

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national average

2023/24 (final) 24.2% 25.8% Close to average

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national average

2022/23 (final) 20.5% 25.2% Close to average

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2024/25 (final) 32.0 34.9 Close to average

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national average

2023/24 (final) 34.8 34.6 Close to average

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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A-level average point score

The average points that students achieved per A-level entry.

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A-level value added

A score showing students’ progress between the end of key stage 4 and the end of their academic qualification studies.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (3 term) 8.9% 8.4% Close to average

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national average

2023/24 (3 term) 10.2% 8.9% Close to average

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national average

2022/23 (3 term) 9.7% 9.0% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2024/25 (3 term) 22.8% 23.4% Close to average

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national average

2023/24 (3 term) 27.3% 25.6% Close to average

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national average

2022/23 (3 term) 29.2% 26.5% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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