Maiden Beech Middle School Closed - academy converter July 31, 2011
Headteacher: Mr Stephen Smith
School holidays for Maiden Beech Middle School via Somerset council
Middle Deemed Secondary — Community School
- Education phase
- Middle Deemed Secondary
- Establishment type
- Community School
- Establishment #
- Close date
- July 31, 2011
- Reason closed
- Academy Converter
- OSGB coordinates
- Easting: 343787, Northing: 108705
- GPS coordinates
- Latitude: 50.875, Longitude: -2.8003
- Accepting pupils
- 9—13 years old
- Ofsted last inspection
- Nov. 13, 2008
- Region › Const. › Ward
- South West › Yeovil › Crewkerne
- Town and Fringe - less sparse
- Investor in People
- Committed IiP Status
- Learning provider ref #
- Maiden Beech Academy TA188HG (378 pupils)
- 0.5 miles St Bartholomew's Church of England First School TA188AS (187 pupils)
- 0.8 miles Ashlands Church of England First School TA187AL (100 pupils)
- 0.8 miles St Martin's School TA187HY
- 1.1 mile Wadham School TA187NT (661 pupils)
- 1.3 mile Misterton Church of England First School TA188LZ (60 pupils)
- 1.9 mile Perrott Hill School TA187SL (212 pupils)
- 2.5 miles Merriott First School TA165PT (114 pupils)
- 2.5 miles Haselbury Plucknett Church of England First School TA187RQ (44 pupils)
- 2.6 miles Parrett and Axe Church of England Voluntary Aided Primary School DT83JQ (108 pupils)
- 2.7 miles Hinton St George Church of England School TA178SA (47 pupils)
- 3.6 miles West Chinnock Church of England Primary School TA187PT (48 pupils)
- 3.7 miles Broadwindsor Church of England Voluntary Controlled Primary School DT83QL (93 pupils)
- 4.2 miles Winsham Primary School TA204HU (37 pupils)
- 4.5 miles Mountjoy School DT83HB (42 pupils)
- 4.9 miles St Mary's Church of England Primary School, Beaminster DT83BY (148 pupils)
- 4.9 miles Beaminster School DT83EP (686 pupils)
- 4.9 miles South Petherton Junior School TA135AG (124 pupils)
- 4.9 miles Beaminster St Mary's Academy DT83BY
- 5 miles Norton-sub-Hamdon Church of England Primary School TA146SF (119 pupils)
- 5.1 miles Thorncombe, St Mary's Church of England Voluntary Controlled Primary School TA204NE (71 pupils)
- 5.1 miles South Petherton Church of England Infants School TA135DY (100 pupils)
- 5.7 miles Shepton Beauchamp Church of England Primary School TA190LQ (38 pupils)
- 5.7 miles West Coker CofE VC Primary School BA229AS (80 pupils)
Ofsted report transcript
Maiden Beech Middle School
123874Unique Reference Number
13 November 2008Inspection date
Valerie Pearson HMIReporting inspector
This inspection of the school was carried out under section 5 of the Education Act 2005.
Middle deemed secondaryType of school
9–13Age range of pupils
MixedGender of pupils
Number on roll
The governing bodyAppropriate authority
1 June 2006Date of previous school inspection
Lyme RoadSchool address
01460 72677Telephone number
01460 74266Fax number
13 November 2008Inspection date
© Crown copyright 2008
This document may be reproduced in whole or in part for non-commercial educational purposes, provided that
the information quoted is reproduced without adaptation and the source and date of publication are stated.
Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must
provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost
of reproduction may be made for any other copies supplied.
2 of 10Inspection Report: Maiden Beech Middle School, 13 November 2008
The inspection was carried out by one of Her Majesty's Inspectors, who evaluated the overall
effectiveness of the school and investigated the following issues: students' progress and the
standards they attain across the school; the impact of the school's strategies to improve aspects
of pupils' personal development, including behaviour; and the impact of leaders on improving
provision and outcomes for pupils.
Evidence was gathered from the following sources: the school's self-evaluation form and other
review documents; nationally published assessment data and the school's own assessment data;
observation of the school at work in lessons and at break times; discussions with pupils and
staff; and the parents' questionnaires.
Other aspects of the school's work were not investigated in detail. The inspector found no
evidence to suggest that the school's own assessments were not justified, and these have been
included where appropriate in this report.
Description of the school
Maiden Beech Middle School serves communities within the town of Crewkerne and the
surrounding countryside. Most pupils are White British, with very few from minority ethnic
groups. The proportion of pupils entitled to free school meals is well below the national average.
The proportion of pupils with learning difficulties and/or disabilities is in line with the national
average and includes pupils with dyslexia, speech, language and communication difficulties,
as well as some with behavioural, social and emotional difficulties. The number of pupils with
a statement of special educational need is low. The school has the Healthy Schools and Investors
in People awards. It has Sportsmark and the Football Association's Charter School status.
Key for inspection grades
3 of 10Inspection Report: Maiden Beech Middle School, 13 November 2008
Overall effectiveness of the school
Maiden Beech Middle School is a good school. The school's successes reflect its strong
commitment to doing the very best for every pupil. The creation of a nurturing and enriching
learning environment ensures that pupils achieve well and that their personal development is
good. One parent, encapsulating this, wrote, 'My children are very happy and self-motivated
thanks to the positive ethos at Maiden Beech.' A strong feature of the school's provision is its
pastoral care, characterised by excellent relationships between members of staff and pupils
and a comprehensive range of support for pupils.
The clear drive to raise pupils' achievement and to promote and secure their well-being is firmly
set by the headteacher, deputy headteacher and senior leaders who provide good leadership
and management of the school. Strengths of their work include an accurate understanding of
what the school does well and what it needs to do to improve, and the targeting of appropriate
action to tackle identified issues. This is evident in their good impact on improving the quality
of education the school provides.
Pupils enjoy school and demonstrate positive attitudes to their learning. Their behaviour and
attendance have improved since the previous inspection. Both are now good. These
improvements are the result of determined action taken by the school, channelled through the
work of its effective guidance and motivation team. Most of the parents who responded to the
inspection questionnaire judged behaviour good. The school places a high priority on rewarding
pupils' achievements, including positive behaviour, and one parent wrote, 'We feel pupils are
valued in many ways and are celebrated publicly with awards.' Pupils report that they feel safe
in school, that they have adults they can turn to if they need help and that the school responds
quickly and effectively to any incidents of bullying. It is clear that pupils have confidence that
anyone who has a problem can always seek help from the guidance and motivation team.
Pupils have an excellent understanding of what it means to lead a healthy lifestyle and
particularly value the opportunities the school provides for them to engage in physical activities.
Pupils develop well their understanding and appreciation of diversity in society. They engage
with commitment in a number of activities, including supporting a women's refuge in the local
community, using their musical talents to entertain, and supporting charitable events. However,
the enthusiasm, skills and views of pupils in all year groups are not yet making a strong
contribution to the school's reflections on its life and work or its major developments. The
school has rightly identified securing effective processes through which pupils' ideas and views
can be heard and inform the work of the school as a priority. Early initiatives, such as consulting
a small group of Year 8 pupils on developing pupils' use of the school's portal for learning,
demonstrate the high quality contribution they are capable of making.
The school has rigorous and robust processes for analysing pupils' academic achievements and
monitors pupils' progress closely. Pupils' attainment when they enter the school is broadly
average although writing skills are weak and, more recently, there has been a decline in pupils'
skills in mathematics. From these starting points pupils make good progress during their time
in the school and generally attain above average standards. A strong feature in recent years
has been the accelerated learning of pupils in Years 5 and 6 in English. The results in 2007 were
particularly noteworthy, especially the good proportion of pupils attaining the higher National
Curriculum levels. Provisional results for 2008 indicate sustained improvements in reading but
a drop in writing. Pupils' progress in mathematics is good and provisional 2008 results are
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broadly average. Pupils' Year 6 science results have been consistently above average for many
years and confirm pupils' very good progress in the subject. Pupils' rates of progress are generally
sustained during Years 7 and 8, ensuring they are well prepared to achieve well at the upper
school. The school's analysis of performance, however, identifies the need to strengthen boys'
achievement in these years in English. The school is constantly seeking ways to improve pupils'
progress in English, particularly in writing, and is pursuing a range of appropriate strategies,
including a new local authority initiative supporting work with partner schools.
Pupils with learning difficulties and/or disabilities across the school make at least good progress
and for some it is very good. This reflects the high level of care and support for these pupils.
One parent of a child who has additional learning needs wrote, 'I was extremely impressed with
the preparation and support given prior to him starting; the consideration of his needs and
welfare (as well as mine as a parent) and the rapid assessment and recognition of his potential
which enabled a flexible approach to his placement.' The support provided for pupils' differing
needs includes the Causeway, a nurture group for those with learning difficulties, a valued
mentoring scheme for those who are gifted and talented, and support for those who have
challenging behaviour. The school sets appropriately challenging targets and pupils have a
good knowledge of their individual targets. There is some good self-assessment by pupils, and
marking sometimes provides valuable help to pupils on what to do next to improve. Not all
pupils, however, are confident about how to make their work better.
The senior leaders are open and honest in their reflections on what supports pupils' good
progress and what the school needs to do to get better. Good teaching and a good curriculum
support pupils' achievement well. Lessons are structured and tailored to meet their differing
needs. The involvement of all teachers in the school's analysis of data, a real strength of the
school's processes, ensures that the information feeds into their planning and secures targeted
interventions for those pupils who require additional help. Further strengths include specialist
teaching, good relationships between pupils and with teachers, and the effective deployment
of learning assistants. The school rightly recognises that the next step is to ensure more teaching
is of the quality of the best. An example of excellent teaching and learning in a science lesson
observed during the inspection illustrates well a key factor that has contributed to the
department's successes. Pupils were working very effectively in groups and were absorbed in
their work. They were highly motivated because they had to take increased responsibility for
their learning through formulating and testing ideas and discovering for themselves the answers
to questions posed. The lesson had pace and energy and the pupils took a pride in their work.
Science is popular with pupils and, when asked why, they say they enjoy the fact that they have
to work things out for themselves. The school knows that increasing the proportion of lessons
where pupils experience opportunities to take more responsibility for their learning is a priority.
Indeed, it is seizing the opportunity of recent national changes to the curriculum in Key Stage
3 to reflect on how it can be developed to encourage more opportunities for pupils to experience
this type of learning. A very good range of enrichment activities, designed to enhance pupils'
learning and support their personal development, complement the curriculum. Examples include
participation in the Maths Challenge and Science and Technology Innovation Awards, music,
drama and the homework club.
The senior leadership team has established a strong culture of accountability through its
performance management and self-evaluation processes, particularly in raising pupils'
achievement. The recently revised departmental self-assessment processes clearly reflect this
emphasis. The team is now correctly focusing on how to extend this rigour to other aspects of
5 of 10Inspection Report: Maiden Beech Middle School, 13 November 2008
self-evaluation, including formalising some of its current practices and involving pupils and
parents more fully.
The school knows itself well. It keeps striving to improve further and has a strong capacity to
What the school should do to improve further
Raise standards in writing, and specifically for boys in English in Key Stage 3, through
implementing identified strategies and interventions.
Extend opportunities for pupils to develop independent learning skills so that more lessons
reflect the best practice such as that seen in science.
Secure effective processes through which the ideas and views of pupils can be heard and
their contributions fully inform discussions and decisions about the life and work of the
6 of 10Inspection Report: Maiden Beech Middle School, 13 November 2008
Any complaints about the inspection or the report should be made following the procedures set out
in the guidance 'Complaints about school inspection', which is available from Ofsted’s website:
7 of 10Inspection Report: Maiden Beech Middle School, 13 November 2008
Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and
grade 4 inadequate
How effective,efficient and inclusive is the provision of
education,integrated care and any extended services in meeting the
needs of learners?
Effective steps have been taken to promote improvement since the last
How well does the school work in partnership with others to promote learners'
2The capacity to make any necessary improvements
Achievement and standards
2How well do learners achieve?
reached by learners
How well learners make progress, taking account of any significant variations
between groups of learners
2How well learners with learning difficulties and/or disabilities make progress
Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none
significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally
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Personal development and well-being
How good are the overall personal development and well-being of the
2The extent of learners' spiritual, moral, social and cultural development
1The extent to which learners adopt healthy lifestyles
2The extent to which learners adopt safe practices
2The extent to which learners enjoy their education
2The attendance of learners
2The behaviour of learners
2The extent to which learners make a positive contribution to the community
How well learners develop workplace and other skills that will contribute to
their future economic well-being
The quality of provision
How effective are teaching and learning in meeting the full range of
How well do the curriculum and other activities meet the range of needs and
interests of learners?
2How well are learners cared for, guided and supported?
Leadership and management
How effective are leadership and management in raising achievement
and supporting all learners?
How effectively leaders and managers at all levels set clear direction leading
to improvement and promote high quality of care and education
2How effectively leaders and managers use challenging targets to raise standards
2The effectiveness of the school's self-evaluation
2How well equality of opportunity is promoted and discrimination eliminated
2How well does the school contribute to community cohesion?
How effectively and efficiently resources, including staff, are deployed to
achieve value for money
The extent to which governors and other supervisory boards discharge their
Do procedures for safeguarding learners meet current government
NoDoes this school require special measures?
NoDoes this school require a notice to improve?
9 of 10Inspection Report: Maiden Beech Middle School, 13 November 2008
Text from letter to pupils explaining the findings of the inspection
14 November 2008
Inspection of Maiden Beech Middle School, Crewkerne, TA18 8HG
Thank you for the warm welcome you gave to me during my recent visit to your school. I enjoyed
meeting you and listening to your views about your work and the school.
Your school provides you with a good education. All the members of staff are committed to
doing the very best for you and work hard to make sure that you receive the support and help
that you need to be successful. With their help your attendance and behaviour have improved
and they are now both good. My congratulations to you for your successes in these areas. You
clearly enjoy school, have positive attitudes to your learning and value the very good range of
extra opportunities the school provides for you. You have an excellent understanding of what
you need to do to keep healthy and many of you enjoy participating in the range of physical
activities provided by the school.
The school has very good systems for checking how well you are doing and uses this information
well to make sure that you have work that is right for you. This, combined with good teaching,
means that you are making good progress during your time at the school.
Your headteacher and senior leaders know the strengths of the school well and what to do to
improve it further. A top priority for the school is to help you improve your writing and I have
asked the school to continue to focus on this. In my conversations with some of you, you
explained to me how you particularly enjoy learning, such as in science, when you can carry
out your own investigations and research. I have asked your school to give you more
opportunities to learn in this way. I have also asked the school to find ways of involving you
more fully in discussions and decisions about school life. I know from talking with you that you
have valuable contributions to make.
The members of staff are constantly seeking ways to improve the school and to make your time
at Maiden Beech happy and successful.
I wish you all every success in the future.
Valerie Pearson Her Majesty's Inspector
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