Beal High School Closed - academy converter Jan. 31, 2014
phone: 020 *** ***
headteacher: Ms Sue Snowdon
1567 pupils capacity: 112% full
970 boys 55%
805 girls 45%
Last updated: June 18, 2014
Secondary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- Close date
- Jan. 31, 2014
- Reason closed
- Academy Converter
- OSGB coordinates
- Easting: 542242, Northing: 189440
- GPS coordinates
- Latitude: 51.586, Longitude: 0.051724
- Accepting pupils
- 11—18 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- March 21, 2012
- Region › Const. › Ward
- London › Ilford North › Clayhall
- Urban > 10k - less sparse
- Admissions policy
- Main specialism
- Arts (Operational)
- Applied Learning second specialism
- SEN priorities
- ASD - Autistic Spectrum Disorder
- Sixth form
- Has a sixth form
- Free school meals %
- Learning provider ref #
- Beal High School IG45LP
- Beal Business Innvoation Hub IG45LP
- 0.3 miles Redbridge Junior School IG45HW
- 0.3 miles Redbridge Infants' School IG45HW
- 0.3 miles Hatton School and Special Needs Centre IG88EU (149 pupils)
- 0.3 miles Redbridge Primary School IG45HW (717 pupils)
- 0.3 miles Redbridge Infants' School IG45HW
- 0.3 miles Redbridge Junior School IG45HW
- 0.4 miles Beehive Preparatory School IG45ED (77 pupils)
- 0.5 miles Parkhill Junior School IG50DB
- 0.5 miles Parkhill Infants' School IG50DB
- 0.5 miles Gosford Preparatory School IG45EB
- 0.5 miles Parkhill Infants' School IG50DB (377 pupils)
- 0.5 miles Parkhill Junior School IG50DB (365 pupils)
- 0.5 miles Pumping Station School IG88HD
- 0.5 miles Stradbroke IG88HD
- 0.6 miles Finnish Primary School London IG88QJ
- 0.7 miles Glade Primary School IG50PF (497 pupils)
- 0.7 miles Nightingale Primary School E181PL (735 pupils)
- 0.7 miles Caterham High School IG50QW (1153 pupils)
- 0.7 miles SBK Independent School IG45DF
- 0.9 miles Gearies Junior School IG26TU
- 0.9 miles Gearies Infants' School IG26TF
- 0.9 miles Oakdale Junior School E181JX
|Inspection date(s)||21–22 March 2012|
Beal High School
|Unique reference number||102855|
|Inspection dates||21–22 March 2012|
|Lead inspector||Lesley Farmer|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Secondary|
|Age range of pupils||11–18|
|Gender of pupils||Mixed|
|Gender of pupils in the sixth form||Mixed|
|Nu mber of pupils on the school roll||1,687|
|Of which, number on roll in the sixth form||453|
|Appropriate authority||The governing body|
|Date of prev ious school inspection||2 December 2006|
|School address||Woodford Bridge Road|
|Inspection report:||Beal High School, 21–22 March 2012||2 of 11|
You can use Parent View to give Ofsted your opinion on your child’s school.
Ofsted will use the information parents and carers provide when deciding
which schools to inspect and when.
You can also use Parent View to find out what other parents and carers think
about schools in England. You can visit www.parentview.ofsted.gov.uk, or look
for the link on the main Ofsted website: www.ofsted.gov.uk
|Inspection report:||Beal High School, 21–22 March 2012||3 of 11|
|Lesley Farmer||Additional inspector|
|Beverly Dobson||Additional inspector|
|Robert Miller||Additional inspector|
|Howard Jones |
|Additional inspector |
This inspection was carried out with two days' notice. During the inspection, joint
observations were conducted with senior leaders and a total of 49 lessons, taught by
48 teachers, were seen. Meetings were held with pupils, members of the governing
body and key members of staff. Inspectors took account of the responses to the
online questionnaire (Parent View) in planning the inspection, observed the school’s
work, and looked at the responses to 466 parental questionnaires and 157 student
questionnaires. Other documentation, such as the school’s data on performance, its
self-evaluation, governing body minutes and key polices, were scrutinised.
Information about the school
Beal High School is an above average-size high school serving a part of Redbridge of
considerable ethnic and cultural diversity. The proportion of boys is slightly higher
than that of girls. The proportion of pupils known to be eligible for free school meals
is low. The school has a communication and learning department (CLD) for students
with a range of social and communication difficulties, including autism and Asperger’s
syndrome. The proportion of disabled students and those who have special
educational needs is higher than the national figure. The school meets the
government’s floor standards, which set the minimum expectations for students’
attainment and progress. The executive headteacher is a National Leader in
Education and the school is the lead sponsor of a nearby academy. Over the next 12
months, the school is set to acquire new buildings and expand to 12 forms of entry.
|Inspection report:||Beal High School, 21–22 March 2012||4 of 11|
|Achievement of pupils||1|
|Quality of teaching||1|
|Behaviour and safety of pupils||1|
|Leadership and management||1|
- This is an outstanding school. Exemplary behaviour, mutual respect and a
highly inclusive culture are key contributory factors. Judicious, distributed
leadership has a very positive impact on the performance of teachers and the
quality of teaching.
- Students make outstanding progress throughout the school and attain high
standards. Overall effectiveness of the sixth form is outstanding.
- Teaching is highly effective in meeting the needs of all students and promoting
rapid progress over time. Teachers are knowledgeable, enthusiastic and
innovative in their approaches to teaching. Lessons are characterised by a
range of carefully selected activities that motivate and actively engage students
in their learning. Provision for disabled students and those with special
educational needs, including those in the CLD, is a conspicuous strength of the
- In lessons and around the school, students’ behaviour is impressive. They are at
all times both courteous and considerate. A culture of respect permeates the
school. Adults within the school at all levels expect nothing less than the best of
students in terms of their conduct and attitudes to learning and each other.
Students in turn are highly responsive and manage their behaviour
- The executive headteacher and staff work cohesively and rigorously, building on
past successes and securing excellent improvement over a sustained period.
Senior leaders know the school extremely well and target development
carefully, resulting for example, in better teaching and improvements in subject
performance over time. Teacher performance and leadership of teaching are
carefully aligned to the tracking of student achievement. Consequently,
sophisticated pre-emptive training and interventions to build staff capacity
ensure that dips in performance are effectively halted. The combination of
positive student attitudes and the rich curricular offer ensure that the spiritual,
moral, social and cultural development provided is outstanding.
|Inspection report:||Beal High School, 21–22 March 2012||5 of 11|
What does the school need to do to improve further?
- Ensure that best practice is shared and disseminated effectively and staff
capacity continues to be effectively developed so that:
all students within the school and the new academy partnership continue
to benefit from high quality provision
as the school expands, the skills, knowledge and expertise of newly
appointed and existing staff are equally well developed to meet the needs
of growing numbers of students, so as to achieve equally high standards.
Achievement of pupils
In lessons, students make rapid progress and attain high standards, particularly
during tasks where opportunities are provided for them to work together in pairs or
small groups and to discuss their work. Students are confident learners. They
routinely demonstrate resilience and perseverance. They are at ease with tasks that
require them to work independently and equally, they know when to seek advice so
as to maximise the time spent on learning. For example, during a Year 10 Spanish
lesson, students were required to work in pairs constructing a dialogue to review a
film. Each individual was given a set of prompts provided in Spanish, but was
unaware of his or her partner’s prompts. The pace of learning was brisk and all
students were fully engaged. The entire medium for communication was Spanish;
outcomes were of a high standard and teacher facilitation was minimal because the
learning had a momentum all of its own.
Students join the school with attainment ranging from average to slightly above
average for different year groups. They make outstanding progress and attain high
standards. Disabled students and those with special educational needs, including
students in the CLD, achieve in line with their peers because of the thorough
identification of need and the high quality support that they receive.
The overwhelming majority of parents and carers feel that their child is progressing
well and inspection evidence supports this view. Students too, support their parents’
and carers’ views. All groups of students achieve very well compared to similar
groups nationally. Nevertheless, the school has identified that there is a very small
gap between the standards reached across the school and those reached by students
of White British and Caribbean heritage. It has identified closing this gap as a priority
for further improvement, illustrating its commitment to equality and the pursuit of
excellence for all. In the sixth form, students make equally rapid progress to achieve
standards that exceed the national average both at the top grades and across each
|Inspection report:||Beal High School, 21–22 March 2012||6 of 11|
Quality of teaching
Teachers have high expectations of students’ achievement. Parents, carers and
students are extremely positive about the quality of teaching and this is supported by
inspection findings. Teachers plan lessons imaginatively to include a range of
strategies that meet students’ learning requirements at all levels and individually.
They make full use of the resources available to them to provide experiences that
involve students actively in their learning and to excellent effect. For example, in a
Year 8 mathematics lesson, students worked in small groups and in pairs. Teaching
support assistants ably facilitated the learning alongside the teacher and students
were required to circulate in pairs addressing tasks of differing levels of challenge
that were arranged at different tables. At varying intervals, the teacher gathered the
group together in a mini-plenary to check understanding. As a result, all students
progressed rapidly and their motivation and enjoyment were high.
The development of students’ literacy and communication skills is evident in all
subjects and full use is made of opportunities to exploit the development of technical
or subject-specific language and to develop students’ proficiency in their writing
skills, through corrective marking. Across the curriculum, and in assemblies, excellent
opportunities are provided for students to develop spiritually, morally, socially and
culturally through the careful selection of topics and materials that encourage
reflection on current issues. In particular, the work which is developed through the
religious education, art, music and media studies departments is particularly
noteworthy and much appreciated by students. Moreover, several sought to draw to
the attention of inspectors that, at the time of the inspection, a number of students
from across the age range were performing in a musical concert at the Royal Albert
Behaviour and safety of pupils
Students are welcoming, friendly and polite. They dress smartly and take genuine
pride in being part of the school community. Attendance is above the national rate,
which gives testimony to the importance they attach to learning and contributes to
their excellent progress. They say they feel safe at school and free from bullying of
any kind. They have a clear understanding of the types of bullying that can occur,
understand the nature of risk and act responsibly. Inspectors found no evidence to
suggest that any kind of bullying occurs other than infrequently and it is dealt with
effectively by staff.
Relationships are harmonious between younger and older students and between
those of different ethnic groups. In particular, the inclusive nature of the school and
the ways in which students, for example those in the specialist autistic provision, are
supported and their achievements celebrated by all students, contribute to an
exceptional climate for learning, central to which is the principle of mutual respect
The school has a clear discipline policy that is known to all. However, high
expectations on the part of everyone mean that the learning is rarely interrupted.
|Inspection report:||Beal High School, 21–22 March 2012||7 of 11|
Students manage their own behaviour extremely well. They understand the need to
ensure that each individual has the right to learn free from disruption, through well-
designed curriculum programmes, such as for personal, social and health education,
together with citizenship. As a result, the pervading culture is one in which
responsible behaviour is the norm. The majority of parents’ and carers’ responses to
the questionnaire related to behaviour were very positive as were those of students.
Inspectors support the views expressed and judge behaviour and safety to be
Leadership and management
The executive headteacher has a compelling vision for success. She is ably supported
by a very effective associate headteacher and leadership team. Leaders and
managers at all levels are driven by aspirations of high achievement for all both
academically and personally. At every level, the organisation is structured so as to
provide students with opportunities to succeed. Rigorous monitoring of teaching and
students’ progress enables leaders to identify accurately what the school does well
and what could be better. This is used extremely well to define priorities in strategic
planning, including for staff development, and to refine the curriculum.
Teaching has improved significantly, with commensurate impact on achievement and
provides strong testimony of the school’s outstanding capacity to continue to gain
further ground. The curriculum is dynamic and carefully constructed to provide a
range of differing routes to progression into the sixth form and beyond. It is highly
effective in its promotion of students’ spiritual, moral, social and cultural
development. Strong student involvement in the design of the curriculum has
ensured that it meets the needs of differing groups within the school exceptionally
well. All leaders are held tightly accountable for students’ achievement. The
promotion of equality of opportunity is a key driver and the school works hard to
eliminate barriers to success, for example through its extensive enrichment
programme designed to give all students opportunities to achieve as well as possible.
The governing body is highly active, knowledgeable and supports senior leaders
effectively. Self-evaluation is correctly focused and very accurate; governors are fully
involved in the process. Safeguarding procedures are tight and child protection
procedures and training meet all statutory requirements. The school sees a very
important role for itself in working with local schools and within the last year it has
become the lead sponsor to a nearby secondary school.
|Inspection report:||Beal High School, 21–22 March 2012||8 of 11|
What inspection judgements mean
|Grade 1||Outstanding||These features are highly effective. An outstanding |
school provides exceptionally well for all its pupils’ needs.
|Grade 2||Good||These are very positive features of a school. A school |
that is good is serving its pupils well.
|Grade 3||Satisfactory||These features are of reasonable quality. A satisfactory |
school is providing adequately for its pupils.
|Grade 4||Inadequate||These features are not of an acceptable standard. An |
inadequate school needs to make significant
improvement in order to meet the needs of its pupils.
Ofsted inspectors will make further visits until it
Overall effectiveness of schools
|Overall effectiveness judgement (percentage of schools)|
|Type of school||Outstanding||Good||Satisfactory||Inadequate|
|Pupil referral |
New school inspection arrangements have been introduced from 1 January 2012. This means that
inspectors make judgements that were not made previously.
The data in the table above are for the period 1 September 2010 to 31 August 2011 and represent
judgements that were made under the school inspection arrangements that were introduced on 1
September 2009. These data are consistent with the latest published official statistics about
maintained school inspection outcomes (see www.ofsted.gov.uk).
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Primary schools include primary academy converters. Secondary schools include secondary academy
converters, sponsor-led academies and city technology colleges. Special schools include special
academy converters and non-maintained special schools.
Percentages are rounded and do not always add exactly to 100.
|Inspection report:||Beal High School, 21–22 March 2012||9 of 11|
Common terminology used by inspectors
Achievement: the progress and success of a pupil in their
learning and development taking account of their
Attainment: the standard of the pupils’ work shown by test and
examination results and in lessons.
Attendance: the regular attendance of pupils at school and in
lessons, taking into account the school’s efforts to
encourage good attendance.
Behaviour: how well pupils behave in lessons, with emphasis
on their attitude to learning. Pupils’ punctuality to
lessons and their conduct around the school.
Capacity to improve: the proven ability of the school to continue
improving based on its self-evaluation and what
the school has accomplished so far and on the
quality of its systems to maintain improvement.
Leadership and management: the contribution of all the staff with responsibilities,
not just the governors and headteacher, to
identifying priorities, directing and motivating staff
and running the school.
Learning: how well pupils acquire knowledge, develop their
understanding, learn and practise skills and are
developing their competence as learners.
Overall effectiveness: inspectors form a judgement on a school’s overall
effectiveness based on the findings from their
inspection of the school.
Progress: the rate at which pupils are learning in lessons and
over longer periods of time. It is often measured
by comparing the pupils’ attainment at the end of a
key stage with their attainment when they started.
Safety: how safe pupils are in school, including in lessons;
and their understanding of risks. Pupils’ freedom
from bullying and harassment. How well the school
promotes safety, for example e-learning.
|Inspection report:||Beal High School, 21–22 March 2012||10 of 11|
22 March 2012
Inspection of Beal High School, London IG4 5LP
Thank you for your help and for talking to us during the recent inspection. We
thoroughly enjoyed meeting you and seeing your work. I am writing to tell you about
our findings. Your school provides you with an outstanding education.
You make outstanding progress and reach high standards.
Teaching is outstanding. Your teachers have extremely high expectations of
you. Your progress is at its best in lessons that engage you actively in your
learning and enable you to work independently or in small groups.
Your behaviour is exemplary. You told us you are extremely proud of your
school and feel well looked after. We saw for ourselves that you are polite,
willing and keen to learn. We were extremely impressed by the respect that
you show to one another and to the adults in the school. Equally, we
recognised the importance you attach to your learning. These excellent
attitudes are contributing to your rapid progress in school. Your attendance is
also very good. These are important attributes; please keep this up!
Your executive headteacher and the staff work hard to ensure that the school
continues to improve. They concentrate extremely well on the most important
areas, for example the quality of teaching and behaviour, and linking these to
your attainment and progress. This is why your achievement is outstanding.
We have asked your executive headteacher to ensure that:
as the school expands, all students continue to benefit from the highest
quality provision and the skills and expertise of all staff, including those newly
appointed, are carefully developed to meet the needs of the growing numbers
of students equally effectively.
|Inspection report:||Beal High School, 21–22 March 2012||11 of 11|