The Beacon School, located in Banstead, Surrey, underwent an inspection on May 16 and 17, 2023, and received an overall effectiveness rating of Requires Improvement. The quality of education, behavior and attitudes, and sixth-form provision were also rated as Requires Improvement, while personal development and leadership and management were rated as Good. This inspection follows a previous grade of Inadequate, indicating some progress has been made.
New leadership has significantly raised expectations within the school, emphasizing the values of excellence and respect. While many stakeholders feel that leaders are more receptive to their views, there remains work to be done to fully realize these values. Pupils report that behavior has improved, but challenges persist, with some students still disrupting lessons and not fully engaging in their education. Although incidents of aggressive behavior have decreased, they still occur, and bullying, while infrequent, is addressed promptly by staff.
The school offers a variety of extracurricular clubs, though some students feel these do not always align with their interests. Leaders are tracking participation to ensure that those who would benefit most are involved. Pupils enjoy enriching experiences, such as trips to NASA and Iceland, and are looking forward to a fundraising trip to Tanzania. The school is working to broaden its extracurricular offerings and provides a well-organized careers program to guide students in their future educational and career paths.
The school has made strides in improving standards and expectations for behavior and curriculum since the last inspection. Leaders have developed a new, ambitious curriculum with well-sequenced plans that allow pupils to build on their learning. However, this work is not yet complete in all areas, leading to inconsistencies in the quality of education across subjects. Some lessons are hindered by poor behavior and frequent changes in teaching staff, which affect learning outcomes.
Subject leaders and staff are receiving ongoing training to enhance their expertise. Pupils thrive in lessons where they are challenged and encouraged to recall and apply prior knowledge. However, this effective practice is not yet uniformly implemented throughout the school. Students with special educational needs and disabilities are not making the progress they should, although new systems have been introduced to identify and support these pupils more effectively.
In the sixth form, students benefit from small class sizes and expert teaching, but overall achievement is not as high as expected, partly due to the absence of several students. Leaders have prioritized reading through a tutor reading program, but the selection of texts sometimes lacks ambition. While interventions for struggling readers in key stage three have shown positive results, similar support for key stage four pupils is not yet as robust.
Leaders have established clear behavior rules, and while staff work hard to enforce them, consistency in application varies. Disruptive behavior continues to impede learning for some pupils, although many are eager to succeed. Attendance rates remain a concern, particularly among disadvantaged pupils, who often do not access the full curriculum.
Pupils learn about critical issues such as healthy relationships and consent through the personal development program, and they have opportunities to develop leadership skills. Leaders and governors have a solid understanding of the school's strengths and weaknesses and are committed to ongoing improvement. Staff generally feel supported during this transition period and have confidence in the new leadership's ability to address significant concerns. The arrangements for safeguarding are effective, with staff trained to identify and respond to risks promptly. Overall, while the school is on a path of improvement, there are still significant areas that require attention to ensure all pupils receive a high-quality education.
