Beverley High School A GSG School
- Beverley High School
Norwood
Beverley
East Riding of Yorkshire
HU17 9EX - Head: Ms Sharon Japp
- T 01482 881658
- F 01482 870935
- E office@beverleyhigh.net
- W www.beverleyhigh.net
- A mainstream state school for girls aged from 11 to 18 and for boys aged from 16 to 18.
- Boarding: No
- Local authority: East Riding of Yorkshire
- Pupils: 832; sixth formers: 169 (half of which are boys, who are guests and on roll at the local Beverley Grammar School)
- Religion: Non-denominational
- Open days: September/October
- Review: View The Good Schools Guide Review
-
Ofsted:
- Latest Overall effectiveness Outstanding 1
- 16-19 study programmes Outstanding 1
- Outcomes for children and learners Outstanding 1
- Quality of teaching, learning and assessment Outstanding 1
- Personal development, behaviour and welfare Outstanding 1
- Effectiveness of leadership and management Outstanding 1
- 1 Full inspection 16th November 2021
- Previous Ofsted grade: Good on 10th March 2015
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
‘To have your child come home with such a lovely smile on their face and obvious happiness in their eyes as they relive their latest opportunity is such a priceless gift,’ said one hugely grateful and appreciative parent with two daughters at the school. The ‘thrilling day’ they had experienced was one of many at the school and included piano masterclasses and German role plays – these are busy girls, managing a challenging curriculum alongside a wide range of extras and initiatives...
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What The Good Schools Guide says
Headteacher
Since 2009, Sharon Japp, BA in English and sociology from Leeds, MEd and NPQH. Originally from Cheshire, she joined school in 1999 as head of English after teaching posts in West and South Yorkshire schools. Spell as assistant head and then deputy head from 2004. Recently returned from maternity leave and firing on all cylinders, she represents both continuity and stability for the school whilst aiming high on the girls’ behalf. ‘Not a game-player,’ she says; she’s been around long enough to observe many changes and knee-jerk reactions within education but has held on to the school’s long-held belief of high standards alongside moral purpose. Dismissive of stereotyped notions of gender, the idea that girls are not competitive is, she says, ‘a myth’. Warm and friendly, quietly spoken, close enough to the girls to...
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Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
Special Education Needs
The school's SEN provision was audited by the Local Authority in June 2007. It recognised that the SEN provison provided a high quality education for pupils with learning difficulties and disabilities. The care, support and sense of security provided by the SEN Team was excellent. The SEN and Pastoral staff offered an example of outstanding teamwork. In addition, the school's accommodation and facilities provide access to effective learning for all pupils. The school library has some high quality resources which are well matched to the full range of pupils' needs. Nov 09.
| Condition | Provision for in school |
|---|---|
| ASD - Autistic Spectrum Disorder
Might cover/be referred to as;
ASD - Autistic Spectrum Disorder, Aspergers, Autism, High functioning autism, Neurodivergent, Neurodiversity, Pathological Demand Avoidance (PDA), PDA , Social skills, Sensory processing disorder |
|
| HI - Hearing Impairment
Might cover/be referred to as;
Hearing Impairment, HI - Hearing Impairment |
|
| MLD - Moderate Learning Difficulty
Might cover/be referred to as;
Learning needs, MLD - Moderate Learning Difficulty |
|
| MSI - Multi-Sensory Impairment
Might cover/be referred to as;
MSI - Multi-Sensory Impairment, Sensory processing |
|
| OTH - Other Difficulty/Disability
Might cover/be referred to as;
Downs Syndrome, Epilepsy, Genetic , OTH - Other Difficulty/Disability, Tics, Tourettes |
|
| PD - Physical Disability
Might cover/be referred to as;
PD - Physical Disability |
|
| PMLD - Profound and Multiple Learning Difficulty
Might cover/be referred to as;
Complex needs, Global delay, Global developmental delay, PMLD - Profound and Multiple Learning Difficulty |
|
| SEMH - Social, Emotional and Mental Health
Might cover/be referred to as;
Anxiety , Complex needs, Emotionally based school avoidance (EBSA), Mental Health, SEMH - Social, Emotional and Mental Health, Trauma |
|
| SLCN - Speech, Language and Communication
Might cover/be referred to as;
DLD - Developmental Language Disorder, Selective mutism, SLCN - Speech, Language and Communication |
|
| SLD - Severe Learning Difficulty
Might cover/be referred to as;
Complex needs, SLD - Severe Learning Difficulty, Cerebral Palsy (CP) |
|
| SpLD - Specific Learning Difficulty
Might cover/be referred to as;
ADHD, Attention Deficit Hyperactivity Disorder (ADHD), Auditory Processing, DCD, Developmental Co-ordination Difficulties (DCD), Dyscalculia, Dysgraphia, Dyslexia, Dyspraxia, Handwriting, Other specific learning difficulty, SpLD - Specific Learning Difficulty, Oppositional Defiant Disorder (ODD) |
|
| VI - Visual Impairment
Might cover/be referred to as;
Special facilities for Visually Impaired, VI - Visual Impairment |
Y |
Interpreting catchment maps
The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.
Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.
For help and explanation of our catchment maps see: Catchment maps explained
Further reading
If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.
Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.
Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.
*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.
The 'hotter' the colour the more children have been admitted.
Children get into the school from here:
regularly
most years
quite often
infrequently
sometimes, but not in this year
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