The inspection of Beacon Academy took place on the 23rd and 24th of November 2021, and the overall effectiveness of the school was rated as good. The quality of education, behavior and attitudes, personal development, leadership and management, and early years provision were all assessed as good. This marked a significant improvement from the previous inspection, which had rated the school as requiring improvement.
Pupils at the school express pride in their learning environment, describing it as inclusive and welcoming. They enjoy collaborating with their peers and appreciate the imaginative opportunities provided by the school. The staff are attentive to the students' concerns, fostering a supportive atmosphere where pupils feel comfortable sharing their worries. The school promotes a rich learning environment, encouraging students to engage with their surroundings, whether through discussions about art or outdoor play. The calm and purposeful atmosphere within the school aids concentration during lessons, and pupils understand the importance of respect, which is emphasized through the school's golden rule.
Leaders have implemented a well-structured curriculum aimed at enhancing pupils' learning experiences. Parents and caregivers have noted positive changes, indicating that the school has made significant progress recently. Most parents feel that their children, including those with special educational needs and disabilities, are receiving a strong start in their education.
The school aims to prepare pupils for their future roles in Loughborough and beyond, maintaining high expectations for all students. In subjects like mathematics, the curriculum is well-organized, and staff have received appropriate training to ensure effective teaching. Pupils are given ample opportunities to practice new concepts, and teachers adapt the curriculum based on assessments of what students have retained. Leaders are aware of the learning gaps caused by the pandemic and have adjusted the curriculum to provide additional time for subjects like science.
Reading is prioritized from the early years, with children learning phonics as soon as they enter Reception. Staff are well-equipped to support students in mastering these skills, leading to enthusiastic reading experiences. Older pupils articulate their preferences for authors and acknowledge the support they receive from teachers to improve their reading abilities. Nursery-age children enjoy familiar stories, and teachers select texts that introduce important vocabulary relevant to other subjects. Pupils also engage in poetry recitation and debates, demonstrating confidence in their speaking abilities.
While many subject curriculums have been recently developed, some areas require further attention. Leaders have not consistently ensured that pupils revisit essential knowledge frequently enough, which may hinder retention. Additionally, while most staff understand how to support pupils with special educational needs, there are instances where connections between different areas of learning are not fully integrated.
The school promotes health and well-being from an early age, teaching children about hygiene and encouraging physical activity through after-school clubs. Pupils participate in democratic processes, such as voting for school council representatives, and learn about various beliefs and the importance of treating everyone fairly. However, some pupils struggle to recall what they have learned about different faiths.
Leaders and staff are committed to achieving the best outcomes for every pupil, actively addressing attendance issues. Although some progress has been made, a significant number of pupils still do not attend school regularly. Governors and trustees have provided the necessary support for leaders to enhance the learning environment, and staff appreciate the training they have received, which has positively impacted their work.
The safeguarding arrangements at the school are effective, with leaders taking prompt action to address any concerns. Staff are aware of the risks pupils face and teach them how to stay safe from the outset of their education. Pupils feel secure in their school environment.
Despite the overall positive assessment, there are areas for improvement. The curriculum planning in some subjects is not yet sufficiently robust, and leaders need to clarify expectations regarding knowledge retention. Attendance strategies require further evaluation to ensure effectiveness, and all staff should be equipped with the necessary knowledge to adapt the curriculum for all pupils. The school is on a positive trajectory, with leaders actively working to address these challenges and enhance the educational experience for all students.
