Beulah Junior School, located in Thornton Heath, Surrey, underwent an inspection on June 18 and 19, 2024. The overall effectiveness of the school was rated as requiring improvement, a notable decline from its previous inspection grade of good. The quality of education was also assessed as requiring improvement, while behaviour and attitudes, as well as personal development, were rated as good. Leadership and management were found to require improvement as well.
The school fosters a welcoming culture where pupils feel valued and enjoy attending. Staff members are well-acquainted with their pupils, establishing positive relationships that contribute to a happy and safe environment. Pupils generally exhibit good behaviour during lessons and throughout the school premises. The school has implemented clear systems to manage any low-level disruptions, ensuring that pupils are confident, polite, and kind to one another.
Leaders have designed an ambitious curriculum that aims to cater to all pupils, including those with special educational needs and disabilities. However, the school has struggled to maintain a consistently high quality of education across all subjects. This inconsistency has resulted in pupils not developing their knowledge and skills effectively, leaving them unprepared for the next stages of their education.
Pupils have access to a variety of extracurricular opportunities, including sports and music clubs, and participate in annual outings to museums, places of worship, and outdoor pursuits centres. They are encouraged to take on responsibilities within the school community, such as becoming prefects or members of the student council.
While the curriculum is ambitious, the implementation of curricular aims varies across subjects. For instance, in mathematics, pupils in Year 3 learn to add fractions with the same denominator, which they build upon in Year 4. However, some lessons do not provide sufficient opportunities for pupils to practice and master their learning, leading to gaps in their understanding. The school has identified the needs of pupils with special educational needs accurately, but teaching strategies sometimes fail to support these pupils in achieving their curricular goals.
The school has a strong focus on reading, with staff identifying weaker readers upon their entry and providing effective support to enhance their decoding and blending skills. Daily reading activities and staff-led reading sessions contribute to pupils becoming fluent readers by the time they leave the school. The personal development programme is well-structured, equipping pupils with knowledge about safety and health in an age-appropriate manner. External speakers, including police and NSPCC representatives, regularly visit to reinforce these lessons.
Despite the positive aspects, there is variability in teaching consistency across the school. Leaders have established good relationships with parents and offer sessions on various themes, including online safety. Governors are aware of the school's strengths and areas for improvement.
The safeguarding arrangements at Beulah Junior School are effective, ensuring that pupils are protected and their welfare is prioritized. However, the school must address several areas for improvement. It has not consistently checked pupils' understanding or addressed misconceptions during lessons, leading to gaps in knowledge that hinder readiness for new content. Teachers need to ensure that learning is thoroughly checked and that any gaps in knowledge are addressed.
Additionally, lesson activities should be better selected to help pupils practice and master subject-specific knowledge and skills. This will enhance their retention of important content. By focusing on these areas, Beulah Junior School can work towards improving its overall effectiveness and ensuring that all pupils receive a high-quality education that prepares them for future success.
