Beaminster School
Catchment Area, Reviews and Key Information

Post 16
11 - 18
Voluntary controlled school

How Does The School Perform?

4 1 1 2 3 4
Ofsted Inspection
Full Report - All Reports
5+ GCSEs grade 9-4 (standard pass or above) including English and maths

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Progress Compared With All Other Schools

UNLOCK Well Below Average (About 12% of schools in England) Below Average (About 20% of schools in England) Average (About 37% of schools in England) Above Average (About 17% of schools in England) Well Above Average (About 14% of schools in England) UNLOCK Well Below Average (About 5% of schools in England) Below Average (About 25% of schools in England) Average (About 48% of schools in England) Above Average (About 17% of schools in England) Well Above Average (About 5% of schools in England)

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. When you were appointed in September 2014, the school had a large budget deficit. Working with governors, you overcame the constraints this placed on the school and stabilised its finances. Since then, you have been resolute in your drive to raise the aspirations of all pupils. You have introduced major curriculum reorganisation and instigated a step change in professional development for staff at the school. Staff are left in no doubt that they are responsible for developing their practice. As a result of these higher expectations hitting home, the quality of teaching has improved. Pupils and staff appreciate your approachable yet determined leadership. At the same time as raising the expectations staff have of what pupils can achieve, you have maintained the Christian ethos of the school. You have a strong commitment to inclusion. The school has a specialist resource base for pupils who have complex learning needs. This offers effective provision for pupils from a wide area. You have ensured that these pupils are integrated into the life of the school. The school is smaller than the average school. Your staff know the pupils well and are able to support them effectively. Pupils behave well in lessons and around the school site. They are proud of their school and speak highly of their teachers. In particular, they express a strong moral duty to respect and accept others. Your school has a relatively small proportion of disadvantaged pupils. In the past, these pupils did not achieve well. You have taken steps to remedy this and, consequently, their progress has increased rapidly in most subject areas. You have addressed the issues raised at the previous inspection. The assessment of pupils in the specialist resource provision is now more accurate. A central record of assessments is used to keep a sharp eye on pupils’ progress in the resource base. Working closely with parents, you have reduced the number of pupils who are persistently absent from school. However, overall attendance remains stubbornly below the national average, particularly for disadvantaged pupils. In 2016, pupils’ progress in the GCSE subjects of the English Baccalaureate was in line with the national average. However, pupils’ progress in GCSE English declined and was below the national average. In response to this, you took decisive action to improve the quality of teaching in English. Information supplied by the school indicates that pupils’ progress in GCSE English in 2017 improved significantly. Sixthform students enjoy the range of courses and opportunities you offer them through the joint arrangement with The Sir John Colfox Academy. In 2016, students’ overall progress was in line with the national average. However, the most able students’ progress was above average. At the time of the previous inspection, a large proportion of key stage 4 pupils took vocational qualifications. You recognised that some of these qualifications were not appropriate for many pupils. You reviewed the key stage 4 curriculum and made changes as a result. Pupils currently in the school are now studying a more appropriate balance of academic and vocational courses. Safeguarding is effective. The school’s arrangements for keeping pupils safe are fit for purpose and records are detailed and of high quality. Policies and practices reflect the latest guidance. Your leaders who have specific responsibilities for safeguarding are clear about their roles and responsibilities. You have ensured that all staff and governors are aware of the risks pupils face and follow clear procedures when they have concerns. When necessary, you make brisk referrals to external agencies to provide extra help. Risk assessments are detailed and proportionate. For example, you have carefully considered the security of the site and taken steps to ensure pupils’ safety. You have maintained a positive atmosphere in the school. Safeguarding issues are discussed openly and honestly. As a result, pupils are confident and safe and feel very well cared for. They respect each other and their teachers. The great majority of parents who responded to the online survey, Parent View, believe their child is safe and taught well. Parents recognise that bullying, in any form, is rare at the school. This is confirmed by pupils. They explained to inspectors that they receive good-quality academic and pastoral help from the student support and guidance centre. This is a strength of the school.

Can I Get My Child Into This School?

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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data 2020, ONS
01305 221060

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The areas from which pupils are admitted to a school can change from year to year to reflect the number of siblings and pupils admitted under high priority admissions criteria.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

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