Assessment & Tracking

Termly assessment for all age groups ensures that students' progress is carefully monitored and achievement is celebrated and underachievement challenged so that "no child slips behind." Progress is reported to parents regularly in a clear informative format. Our Year 10 and 11 students are thoroughly prepared and entered for GSCE qualifications from over 20 subject areas.

At Beacon Hill we promote our success through supportive praise and encouragement, with rewards for sustained effort, good work, praiseworthy conduct and improvement.

"Progress is tracked effectively and extra help given quickly to students who need it." OFSTED

Tracking Progress

Students are assessed both formally and informally throughout their courses.

Work is set, assessed and targets set for future work. Students are involved in setting their own challenging targets.
Internal examinations are set towards the end of each academic year for years 7, 8 and 9. Year 10 internal exams and Mock examinations for year 11 take place in December.

Parents are informed formally of their child's progress at least every term. If we have concerns about the progress of students we will make sure that parents are contacted so that together we can ensure that the student gets back on track quickly.

At parents evenings there is the opportunity to talk to teaching staff about the progress of their child. We believe these meetings are extremely important and urge parents to attend. If, for some reason that is not possible we can make arrangements to talk with parents at an alternative time. There are a number of other meetings throughout the year such as an open evening, settling in evening and option evening. Parents are informed and invited to these by letter.

There is access to the school and facilities for people who are disabled. Parents are welcome to visit the school to see the learning support provision and to discuss any information they have about their child's needs prior to entry.

  • My time at Beacon Hill provided a massive range of opportunities which have proved valuable not only whilst studying at sixth form and when applying to university, but also in everyday life.
    Former student, 12 A*-C grade GCSEs
  • When I left Beacon Hill I had a career path in mind; I wanted to teach. This was down to 5 brilliant years at the school. I was inspired by my teachers who encouraged and supported me to believe in myself and my abilities.
    Former Student
  • We are impressed with how both of our children have settled in and are progressing though the school. We find staff understanding & helpful.
    Parent Survey
  • Progress is tracked effectively and extra help given quickly to students who need it.
  • The school has developed a really positive culture for learning, as a result of high expectations of both staff and pupils.
    Local Authority
  • The curriculum meets the needs of individual students particularly well [providing] a balance of academic and vocational courses for students to study at GCSE.
  • Students have good attitudes to learning and are keen to succeed.
  • Evidence from pupil interviews, work scrutinies and HMI visit indicates that the Stage not Age curriculum is impacting positively on the quality of learning in the school.
    Local Authority
  • Students benefit from a very wide range of activities which enrich the curriculum… a wealth of field trips, sporting activities and drama productions
  • Teachers know their students extremely well and work is closely tailored to students’ individual needs.