Beechcliffe Special School
Catchment Area, Reviews and Key Information

Secondary
Post 16
Special school
PUPILS
152
AGES
11 - 19
GENDER
Mixed
TYPE
Community special 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 2021, ONS
01274 385967

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.

How Does The School Perform?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(19/4/16)
Full Report - All Reports

Special schools provide a unique and distinctive educational environment to meet the needs of the pupils in their community. Undertaking standard tests may not be appropriate and we do not show performance data for special schools.

View exam results via the link below and contact the school to ask about measuring pupil progress.

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80%
NATIONAL AVG. 87%
Happiness Rating

Ofsted Parent View

7.2:1
NATIONAL AVG. 16.3:1
Pupil/Teacher ratio
21.5%
NATIONAL AVG. 13.7%
Persistent Absence
28.6%
NATIONAL AVG. 16.9%
Pupils first language
not English
40.5%
NATIONAL AVG. 16.4%
Free school meals
0.8%
NATIONAL AVG. 10.8%
Pupils with SEN support
Green Head Road
Utley
Keighley
BD20 6ED
0153560341

School Description

The leadership team has maintained the good quality of education in the school since the previous inspection. You, other leaders and governors have taken every opportunity to develop the staff team, including appointing new leaders and teachers. As a result, the team successfully responds to the changing needs of pupils, new expectations about pupils’ achievements and how they are assessed. Throughout, you have maintained the school’s core values that pupils should be ‘joyful learners’. It is clear to everyone visiting the school, including parents, that the pupils are not only happy but are keen to learn. Your relentless focus on making sure that all pupils make at least good progress in reading, writing and mathematics has not reduced the breadth of subjects pupils enjoy or the successful development of their personal and independence skills. Performing and visual arts are strong features of the school. The opportunities these subjects provide are making a significant contribution to the pupils’ confidence, resilience and joy for life. Areas identified for development in the previous inspection have been successfully addressed. Your monitoring records and records of pupils’ progress over time demonstrate that teaching, learning and assessment continue to improve. You and the newly extended leadership team accurately judge what further developments are required. The actions you and your leadership team take are effective. The work to develop pupils’ use of mathematical skills is particularly striking. For example, mathematics challenges displayed in corridors make mathematical reasoning part of everyday life. Teaching assistants are used effectively to support individual pupils and to work with groups of pupils. The current priority of extending the range of different ways in which staff communicate with pupils is reaping rewards, particularly in the use of objects and pictures to help pupils choose activities for themselves. The newly extended leadership team means that more teachers are directly involved in planning further developments. Team members appreciate the beneficial leadership training they receive. They feel more confident in holding other teachers to account for the progress pupils make in the areas they lead. They are also involved in providing direct support to teachers and other staff to ensure that your appropriately high standards are consistently maintained. Developments in post-16 provision have been noticeable. All learners now achieve success in appropriate qualifications, work experience and a wide range of personal development opportunities. The latter include chances to take part in the National Citizens Award Scheme. Individual programmes focus on learners’ aspirations for their future. These are backed up by appropriate advice and guidance for their next steps and involve a range of other agencies. Safeguarding is effective. The extent to which you and the leadership team focus on the safety and well-being of pupils is commendable. You make sure that all appropriate checks are in place before staff start work at the school. You ensure that staff training is properly implemented. Staff know what to do if they have concerns about pupils or about other members of staff. Records show that your work with other agencies is robust. You are not afraid to persist in referring pupils to agencies when you think extra help is needed to keep pupils safe. Pupils feel safe. They indicate this through what they say and in how they communicate their confidence in staff. This is evident when observing the interactions between pupils with very complex needs and staff who meet their personal care needs. Pupils are taught how to keep themselves safe. The relationships and sex education (RSE) programme is clear and appropriate, and covers a range of different types of relationship. Pupils are learning to safely manage risks associated with daily living, including online safety. Importantly, staff work with parents to encourage them to let their children enjoy being independent. Parents appreciate this support in ‘letting go’ of their vulnerable children. Inspection findings Effective teaching in a range of subjects in all year groups leads to pupils making good progress. The records of pupils’ progress over the last two years show that a good proportion make more than expected progress from their starting points in communication skills, reading, writing, mathematics and in their personal development.

Beechcliffe Special School Reviews


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