School etc

Beehive Preparatory School

Beehive Preparatory School
233 Beehive Lane

phone: 020 85503224

headteacher: Miss Corinna Richards

school holidays: via Redbridge council

77 pupils aged 4—10y mixed gender
91 pupils capacity: 85% full

50 boys 65%


30 girls 39%


Last updated: Oct. 2, 2014

— Other Independent School

Establishment type
Other Independent School
Establishment #
Open date
Oct. 23, 1957
OSGB coordinates
Easting: 542703, Northing: 188907
GPS coordinates
Latitude: 51.581, Longitude: 0.058157
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Region › Const. › Ward
London › Ilford North › Barkingside
Urban > 10k - less sparse
Admissions policy

rooms to rent in Ilford

Schools nearby

  1. 0.1 miles Gosford Preparatory School IG45EB
  2. 0.3 miles Redbridge Junior School IG45HW
  3. 0.3 miles Redbridge Infants' School IG45HW
  4. 0.3 miles Redbridge Primary School IG45HW (717 pupils)
  5. 0.3 miles Redbridge Infants' School IG45HW
  6. 0.3 miles Redbridge Junior School IG45HW
  7. 0.4 miles Beal High School IG45LP (1773 pupils)
  8. 0.4 miles Beal High School IG45LP
  9. 0.4 miles Beal Business Innvoation Hub IG45LP
  10. 0.5 miles Gearies Infants' School IG26TF
  11. 0.5 miles Abeng International Independent School IG26JZ
  12. 0.5 miles Gearies Primary School IG26TD (700 pupils)
  13. 0.6 miles Gearies Junior School IG26TU
  14. 0.6 miles Parkhill Junior School IG50DB
  15. 0.6 miles Parkhill Infants' School IG50DB
  16. 0.6 miles Valentines High School IG26HX (1309 pupils)
  17. 0.6 miles Gearies Junior School IG26TU
  18. 0.6 miles Parkhill Infants' School IG50DB (377 pupils)
  19. 0.6 miles Parkhill Junior School IG50DB (365 pupils)
  20. 0.6 miles SBK Independent School IG45DF
  21. 0.7 miles St Augustine's Catholic Primary School IG26RG (470 pupils)
  22. 0.7 miles Cranbrook Primary School IG13PS (966 pupils)
  23. 0.8 miles Hatton School and Special Needs Centre IG88EU (149 pupils)
  24. 0.9 miles Glade Primary School IG50PF (497 pupils)

List of schools in Ilford

School report

Beehive Preparatory


233 Beehive Lane, Redbridge, Ilford, Essex, IG4 5ED

Inspection dates 27–29 January 2015
Overall effectiveness Good 2
Leadership and management Good 2
Behaviour and safety of pupils Good 2
Quality of teaching Good 2
Achievement of pupils Good 2
Early years provision Good 2

Summary of key findings

This is a good school.
It is not yet an outstanding school because
Compliance with regulatory requirements

The school’s leaders, including the proprietors,
Leaders and managers carefully guide staff in how
Leaders and managers have established a
Teaching is good. Teachers have successfully
have worked hard since taking over the school to
ensure that good quality teaching helps all pupils
achieve well and make good progress.
to help all pupils become confident learners.
Consistent encouragement and praise help all
pupils achieve well.
carefully considered programme of activities that
promotes pupils’ spiritual, moral, social and
cultural development well. They give high priority
to pupils’ personal development by ensuring that
pupils have plenty of opportunities to grow in self-
esteem and self-confidence.
created an environment where pupils enjoy
learning and are keen to try new things.
Pupils are provided with a wide range of subjects
Pupils’ behaviour during lessons and around
Pupils are well cared for and good systems are in
Good leadership and management of the Early
and activities that captures their interest and
meets their needs well. This contributes to the
good achievement that all pupils make.
school is consistently good. Pupils are
exceptionally courteous and well mannered.
place to ensure that they are always kept safe. As
a result, all pupils spoken to say that they feel
Years Foundation Stage ensure that all children
make consistently good progress towards the
early learning goals.
Systems for improving teachers’ skills are not
Not all subjects are always delivered consistently
always fully effective in raising the quality of
teaching to outstanding.
well with the same breadth and depth.
Provision for information and communication
There are not enough resources in Reception to

technology is underdeveloped in the main school
and in Reception.
facilitate outstanding learning.
  • The school meets schedule 1 of the Education (Independent School Standards) (England) Regulations
    2010, as amended by the Education (Independent School Standards) (England) (Amendment)
    Regulations 2012 (‘the independent school standards’) and associated requirements.

Information about this inspection

  • The inspection was carried out with one day’s notice.
  • The inspectors observed 15 lessons taught by six different teachers. They scrutinised pupils’ work and
    held meetings with the headteacher, the proprietors, teachers with specific responsibilities, staff and
  • The school’s documentation was checked, including schemes of work, teachers’ planning, assessment
    records and records pertaining to safeguarding, welfare, and health and safety. The inspectors checked
    the school’s compliance with the regulations for independent schools.
  • There were no responses to Ofsted’s Parent View online questionnaire. The inspectors considered
    responses to six questionnaires returned by staff and two letters submitted by parents.

Inspection team

Chanan Tomlin, Lead inspector Additional Inspector
Michele Messaoudi Additional Inspector

Full report

Information about this school

  • Beehive Preparatory School is an independent co-educational primary school which admits children aged
    four to 11 years.
  • The school is owned by Beehive Education Ltd and was purchased by the current owners in September
    2014. At that time, a new senior leadership team was appointed. One of the proprietors serves as the
  • The school was established on its present site in Ilford, Redbridge, over 85 years ago. The school is
    registered for 92 pupils and there are currently 80 full-time pupils on roll. There are no pupils with a
    statement of special educational needs. All pupils are fluent in English, but most speak English as an
    additional language.
  • There are nine full-time pupils in the Early Years Foundation Stage. There are no pupils in receipt of
    funding for nursery education.
  • There are five classes. These include a Reception class for the early years. There are mixed age groups in
    Classes 2, 3 and 5. Although there is one teaching assistant, she was not observed during this inspection.
  • The school provides a breakfast club and a variety of after-school clubs for pupils.
  • The school has no religious affiliation. It serves pupils from a wide range of ethnic heritages and aims ‘to
    provide a happy, safe and family oriented environment for educating children through a traditional
    curriculum and approach’.
  • The school was last inspected in October 2011.

What does the school need to do to improve further?

  • Improve the curriculum by:
    ensuring that all subjects, including information and communication technology (ICT), are planned
    and delivered consistently, with the same breadth and depth as English and mathematics
    introduce even more ways for pupils to learn about other cultures and faiths.
  • Improve the quality of teaching to outstanding by providing teachers with a wider range of good quality
    training and more opportunities to share outstanding practice, to help them acquire the skills that they
    need to provide pupils with consistently high levels of challenge.
  • Improve provision in the Early Years Foundation Stage by:
    ensuring that children have more experiences in ICT
    improving the range of resources for indoor and outdoor learning.

Inspection judgements

The leadership and management are good
  • Good leadership and management have ensured that pupils make good progress in all subjects, including
    English and mathematics.
  • The leadership of teaching is good. Leaders and managers have gained the confidence of staff in the
    short time since taking over the school. They have created a drive amongst staff to raise levels of
    achievement for all pupils and groups of pupils. They have achieved this through the effective
    performance management of staff through frequent and challenging lesson observations that help
    teachers improve, and by establishing good systems for tracking progress in all subjects.
  • Some teachers were assigned specific responsibilities when the management changed in September
    2014. These teachers work well with all staff to help raise the quality of teaching and learning. They have
    also forged good working relationships with parents. As a result, parents have confidence in school
    leaders and are well informed about the ways that they can help their children consolidate learning at
  • Leaders and managers have successfully created a purposeful learning environment where pupils engage
    in learning and are keen to make good progress. They have accomplished this through communicating
    high expectations to teachers and by guiding them well in the ways that they can improve their teaching.
  • Senior leaders have created a self-evaluation document that clearly identifies the school’s strengths and
    areas that need to improve. This is complemented by a development plan that sets out the ways
    improvements can be brought about in a realistic timeline. This helps senior leaders focus on what needs
    to be done to improve the provision and raise standards for all pupils.
  • Teachers have been provided with some high quality training to help them raise the quality of teaching.
    However, this is not frequent enough and courses do not cover a broad enough range of skills to help
    teachers raise levels of achievement to the highest standards. Although there is evidence of some
    outstanding teaching, teachers do not have enough opportunities to share outstanding practice.
  • The school promotes the spiritual, moral, social and cultural development of pupils well. Pupils grow in
    self-esteem and self-confidence because they are constantly complimented and rewarded for good efforts
    and achievements. Staff act as good role models; they encourage pupils to be respectful and mindful of
    others’ needs. The impact of this is that pupils understand what is right and what is wrong and interact
    with each other in an atmosphere of mutual respect.
  • Leaders and managers ensure that pupils are well prepared for life in modern Britain through learning
    about British culture in history, geography and personal, social and health education (PSHE).
  • Provision for citizenship is good, but less well developed. Leaders and managers have made a concerted
    effort to improve teaching and learning in the short time since taking over the school and have not had
    enough time to improve provision for citizenship effectively. They have recently created a good citizenship
    policy which, when fully embedded, will provide pupils with more knowledge and experiences in
  • Pupils learn about other faiths and cultures through personal, social and health education (PSHE), history,
    geography and English. As a result, they are interested in other people’s beliefs and customs. An example
    of this is a Class 5 English lesson where pupils discussed a presentation about a trip to Berlin and visits to
    a concentration camp and a Jewish museum. This prompted an interesting and animated discussion
    about how pupils feel about persecution and racism, and shows that pupils are keen to understand and
    appreciate diversity and equality.
  • The school offers a wide range of subjects that capture pupils’ interest and help pupils achieve well.
    These include extra-curricular activities, such as a Breakfast Club, a choir and 11+ clubs, which are well
    attended and enjoyed by pupils. Whilst the provision of English and mathematics contains great breadth
    and depth, the ways that pupils learn in other subjects, such as citizenship and ICT, are good but less
    well developed. Notwithstanding this, pupils attain well and make good progress in these subjects.
  • The premises and accommodation are small but adequately suited to accommodate the current cohort
    and to support the subjects taught. All areas of the school are well maintained and adequately decorated.
    Physical education takes place in the school playground, local parks and at a local leisure centre. This is
    supplemented with a good programme of extra-curricular sporting activities, such as netball, football and
    cricket, which are thoroughly enjoyed by the many pupils that take part in them.
  • The school meets the requirements related to the provision of information for parents and carers and the
    complaints procedure includes all of the required details.
  • Leaders and managers have ensured that all of the independent school standards are fully met.
  • The governance of the school:
    The proprietors are very involved in all aspects of the school’s provision. They hold leaders and
    managers to account for all aspects of their work, challenging them on school improvement and
    providing them with high levels of support. This helps generate a successful drive amongst all staff to
    secure high standards of personal development and good achievement for all pupils.
    The proprietors are very committed to raising standards and helping pupils succeed in their learning.
    They constantly monitor the progress of all pupils and groups of pupils to ensure that everything is
    done to overcome barriers to learning.
    The proprietors have established good policies and procedures that help keep pupils safe; these fully
    meet the most recent guidance. Arrangements for the recruitment of new staff are robust.
    Safeguarding procedures fully meet the requirements. The school works well with external agencies
    to ensure that pupils are safe.
The behaviour and safety of pupils are good
  • The behaviour of pupils is good. In many instances, it is outstanding. Pupils are exceptionally courteous
    and respectful. They go out of their way to make visitors to the school feel welcome. They take great
    pride in their work and show how keen they are to learn and achieve well by consistently applying
    themselves to their studies and by producing good amounts of high quality work.
  • Pupils help facilitate the smooth running of breaks and school events through serving as monitors and
    prefects. This helps create a sense of community because pupils know that they are responsible for one
    another. Pupils are often asked to express their views and to suggest ways that the school can be
    improved. One pupil wrote a letter to the headteacher asking that she set up a school council. School
    leaders have acted upon this and a school council is in the process of being established.
  • Pupils contribute to the wider community through activities such as raising funds for charity, visiting local
    shops and through links with a neighbouring nursery.
  • When pupils work on their own, they concentrate and try hard to figure things out for themselves. For
    example, during a Class 2 geography lesson, each pupil worked diligently to create maps of their journeys
    to school. Pupils often work in pairs and help each other master difficult concepts. An example of this is a
    Class 4 mathematics lesson where pupils worked together with great enthusiasm to organise three, four
    and five digit numbers in the right order.
  • The school’s work to keep pupils safe and secure is good. It is not outstanding because, although policies
    related to health and safety meet current guidance, not all policies are fully comprehensive.
  • Parents have confidence in the school’s systems to keep pupils safe. Pupils say that they feel safe. They
    know where to turn to if they need assistance and know that they will always be listened to and
    effectively supported.
  • Pupils learn about all of the different forms of bullying and the harm that it can cause through PSHE and
    during Anti-Bullying Week. They say that bullying is rare, and if it were to happen it would be dealt with
  • Attendance over the past three years has been above average. All lessons and the school day always
    start punctually.
  • Pupils learn about the differences between people in ways that effectively promote respect and tolerance.
    As a result, they see each other and people that are different to them as equal, regardless of their
    cultural background, faith or sexual orientation.
The quality of teaching is good
  • Good teaching ensures that all pupils achieve well in speaking, reading, writing and mathematics.
    Teachers know their pupils very well and have a thorough understanding of their needs and aptitudes.
    Consequently, they provide work that is demanding without being overwhelming. They have high
    expectations of work and behaviour and establish very positive relationships with pupils.
  • The teaching of reading is good and enables all pupils to make rapid progress. Pupils read frequently and
    widely, both in school and at home. Currently, most pupils are reading above the levels expected for their
  • Teachers promote pupils’ speaking and listening skills consistently. The teaching of writing and
    mathematics is good, and outstanding in some classes.
  • Teachers’ subject expertise is used very effectively. The quality of teaching in history, geography, science,
    citizenship and ICT is less well developed, and teachers do not always use a wide enough range of
    resources and strategies to captivate pupils’ interest in these subjects.
  • Teachers have responded enthusiastically to changes introduced since the beginning of this academic
    year and work effectively to raise standards in reading, writing and mathematics. Pupils cover a lot of
    work in English and mathematics and homework is regularly set to build on pupils’ knowledge in all
    subjects and to consolidate learning.
  • In lessons, teachers demonstrate good questioning skills that develop pupils’ reasoning and deepen their
    understanding. They listen to pupils’ responses carefully and quickly analyse whether pupils’ knowledge
    needs consolidating or extending, or whether misconceptions have occurred that need to be rectified.
    Teachers check on pupils’ work frequently and provide instant feedback to help them improve their work.
  • The teaching of less-able pupils is good because they receive the support and individual attention that
    they need to achieve well in all subjects. Most-able pupils are taught well and receive high levels of
    challenge. This helps them make consistently good progress.
  • The quality of marking has improved as a result of recent training. There are examples of detailed and
    helpful comments in pupils’ work that show pupils exactly what to do to improve. Evidence shows that
    pupils act on these comments. Peer-assessment has recently been introduced and pupils say that this
    process deepens their understanding of how well they are doing. The quality of marking is inconsistent
    and this is a contributing factor to teaching that is not outstanding.
  • A new assessment system was recently established that enables teachers to identify pupils who are at
    risk of underachieving in any subjects. Pupils’ progress is tracked every half term in reading, writing and
    mathematics, and the findings are reported to parents. This represents a significant improvement since
    the last inspection and has had a major impact on raising standards and accelerating progress.
  • Teachers do not receive a wide enough range of good quality training or enough opportunities to share
    outstanding practice. As a result, they do not all have the many skills that they need to provide pupils
    with consistently high levels of challenge.
The achievement of pupils is good
  • As a result of effective teaching, all groups of pupils, including those that are less and more able, achieve
    well and make good progress. This is further achieved through judicious mixed-age grouping in Classes 2,
    3 and 5 where pupils are provided with just the right level of support and challenge. All pupils gained
    entry to selective schools of their choice.
  • Baseline assessments carried out in the autumn term of this year to check pupils’ starting points in
    reading, writing and mathematics revealed that boys outperformed girls in mathematics in Years 1, 2 and
    4, and that some individual pupils had gaps in their knowledge and skills. Owing to the effectiveness of
    the different types of support provided, gaps are closing rapidly and no group is currently underachieving.
  • From Reception onwards, pupils make rapid progress in reading because reading skills are taught
    systematically, with consistent emphasis on developing pupils’ comprehension of the text pupils read and
    the breadth and depth of vocabulary. Some Year 1 pupils are grouped effectively with Reception children
    to fill the gaps they have in their phonics knowledge. A recent review of the English curriculum in Key
    Stage 1 to give pupils an early start to preparing for the 11+ examination is beginning to have a
    significant impact on pupils’ ability to use more sophisticated language.
  • Strong emphasis is placed on developing pupils’ speaking and listening skills and this has had a positive
    impact on pupils developing their writing skills. Pupils have regular opportunities to develop their writing
    skills in other subjects than English, as evidenced through an analysis of their books. There are examples
    of outstanding practice in this respect where pupils are encouraged to write at length in every subject.
  • Overall, pupils make good progress in mathematics because the work set is well tailored to their needs.
    They apply their mathematical skills in science, geography and design and technology, for example when
    making a large scale three-dimensional model of a medieval village in Year 4.
  • Pupils that are more able receive high levels of challenge through differentiated work and extra tuition.
    This helps them achieve well in all subjects.
  • Pupils that learn more slowly make good progress. They are helped to catch up rapidly through early
    identification of their specific needs and well-targeted support. They show pride in their achievements
    and participate fully in class work.
  • A careful analysis of pupils’ work shows that standards are rising throughout the school and pupils are on
    track to be above average at the end of each key stage in reading, writing and mathematics.
  • Achievement is not outstanding because progress is not exceptionally good in some subjects; in some
    classes, pupils have not achieved in history and geography as highly as in other subjects because these
    subjects have not been taught in sufficient depth.
  • Another contributing factor to less than outstanding achievement is that work in practical science has not
    always been recorded in some classes. The school cannot, therefore, provide sufficient evidence for
    pupils’ achievement in this area. Although ICT resources have improved since the last inspection, the use
    of ICT across all subjects is not consistently good enough to enable all pupils to achieve outstanding
The early years provision is good
  • All the requirements of the Early Years and independent schools standards are met.
  • Leadership and management of the early years are good. The new early years leader has brought a lot of
    expertise and experience to the school, and has effected significant improvements in a short time. Self-
    review is accurate and informs written management plans to further improve the provision. Assessments
    are secure and children’s progress towards the expected goals is tracked thoroughly.
  • Partnerships with parents and local schools are strong and there are clear plans to develop them further.
    In particular, there are plans to use parents as resources and to utilise their skills on a regular basis.
    Senior leaders have improved the premises to provide free flow between the indoor and outdoor areas,
    which is an improvement since the last inspection.
  • Links with the local community are not fully developed. Leaders and managers of the setting are
    exploring ways of addressing this by inviting ‘people who help us’ to school.
  • The range of resources to facilitate outstanding indoor and outdoor learning is not wide enough and
    children do not have an extensive range of experiences in ICT.
  • Children make good progress in relation to their varying starting points towards achieving the early
    learning goals. They join Reception with personal, social and emotional skills that are above age-related
    expectations; their good progress is reflected in the confidence they have when speaking to visiting adults
    and their awareness of the needs of others.
  • Consistently good teaching helps children make rapid progress in their fine motor skills, reading, writing
    and mathematical skills from their starting points. Children demonstrated good knowledge of phonics and
    used accurate speech during this inspection.
  • The proportion of children on track to join Year 1 with a good level of development compares favourably
    with that expected nationally. The more able children can currently count and order numbers up to 100;
    they can add within 10 and subtract within eight. They are able to write two sentences legibly, with well-
    formed and well-sized letters.
  • The teaching provides a good balance of activities covering all areas of learning, both indoors and
    outdoors. Children have opportunities for exploring the world around them, for example when examining
    worms found in puddles. They have made play dough following a recipe and experienced how materials
    changed in the process. They have explored shapes and sound when making shakers and a drum.
  • Children’s behaviour is managed extremely well and the children are encouraged to develop high levels of
    self-control. For example, those children who were playing quietly engaged the inspector in conversation
    using low voices, showing that they were mindful of their classmates who were having a formal
    assessment conducted by the teacher.
  • Children feel safe and well cared for and visibly enjoy their time in Reception. The school ensures that
    they are properly safeguarded.
  • Children begin to appreciate that people have different beliefs and cultures by learning about the different
    religious and cultural festivals that form part of modern Britain. They enjoy reading stories set in different

What inspection judgements mean


Grade Judgement
Grade 1 Outstanding
Grade 2 Good
Grade 3 Requires improvement
Grade 4 Inadequate

Detailed grade characteristics can be viewed in the

Non-association independent school inspection

which is published on the Ofsted website:


School details

Unique reference number 102867
Inspection number 454244
DfE registration number 317/6051

This inspection was carried out under section 109(1) and (2) of the Education and Skills Act 2008, the

purpose of which is to advise the Secretary of State for Education about the school’s suitability for continued

registration as an independent school.

Type of school Day preparatory school
School status Independent school
Age range of pupils 4−11
Gender of pupils Mixed
Number of pupils on the school roll 80
Number of part time pupils 0
Proprietor Beehive Education Ltd.
Chair N/A
Headteacher Miss Corinna Richards
Date of previous school inspection 19−20 October 2011
Annual fees (day pupils) £5,175
Telephone number 0208 550 3224
Fax number N/A
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