Beatrice Tate School
| Type | Special School / Community special school |
| Age Range | 11-19 |
| Religion | Does not apply |
| Address | 41 Southern Grove Mile End London E3 4PX |
| Phone | 02089833760 |
| Reference Number | 100989 |
Beatrice Tate School is a specialist SEND school for pupils with severe learning difficulties and profound and multiple learning difficulties. All pupils have an education, health and care plan, and many have complex health needs. Inspectors found that safeguarding standards are met and that the school performs strongly in attendance and behaviour, inclusion, and personal development and wellbeing. Achievement, leadership and governance, and post-16 provision are at the expected standard. The school has a calm, caring and inclusive culture where pupils feel safe, communicate confidently and are well prepared for adulthood. Leaders know the school well, act quickly when needed, and parents value the school’s communication and support. However, curriculum and teaching were judged to need attention. Mathematics and phonics are not as well structured as they could be, recent curriculum changes are at an early stage, and staff training for the revised curriculum is in its infancy. As a result, teachers do not consistently check what pupils remember or adapt effectively enough to what pupils know and can do, and a very small number of pupils with higher starting points do not make the knowledge gains they could. Leaders have begun taking appropriate action, but the impact is not yet secure. The next step is to embed the revised curriculum so all staff have the subject knowledge and expertise to deliver it consistently well.
General Makeup
| Number of pupils | 134 |
| Boy/Girl ratio |
Boys: 58.21%
Girls: 41.79% |
| Percentage of students eligible for free school meals | 63.8% |
| Percentage of students where English is not their first language | 47.8% |
Year Groups
| Year | Boys | Girls | Total |
|---|---|---|---|
| 7 | 11 | 10 | 21 |
| 8 | 10 | 7 | 17 |
| 9 | 14 | 5 | 19 |
| 10 | 9 | 2 | 11 |
| 11 | 11 | 15 | 26 |
| 12 | 4 | 6 | 10 |
| 13 | 8 | 5 | 13 |
Ethnicities
| Ethnicity | Percentage |
|---|---|
| African | 9% |
| White, British | 6% |
| Mixed, Other | 4.5% |
| White & Asian | 2.2% |
| White & Black (Caribbean) | 1.5% |
| Pakistani | 1.5% |
| Asian, Other | 1.5% |
| Overall Ofsted Rating | Needs attention |
| > Leadership & Governance | Expected standard |
| > Personal Development & Wellbeing | Strong standard |
| > Achievement | Expected standard |
| > Attendance & Behaviour | Strong standard |
| > Curriculum & Teaching | Needs attention |
| > Inclusion | Strong standard |
| > Post-16 Provision | Expected standard |
| Last Report Date | 09 Dec 2025 |
| Date | Report |
|---|---|
| 09 Dec 2025 | School inspection |
| 25 May 2021 | School inspection |
| 27 Apr 2016 | Short inspection |
| 22 Nov 2011 | Full inspection |
| 18 Nov 2008 | Full inspection |
| 07 Jun 2006 | Full inspection |
| 20 Nov 2000 | Full inspection |
Strengths
- Leaders have built a genuine culture of inclusion with thorough admissions and review processes.
- Staff design highly personalised strategies to support pupils’ learning, behaviour, personal care and health needs.
- Pupils feel safe, included and ready to learn in a calm and caring school environment.
- Attendance is tracked closely, and leaders work purposefully with families and professionals to overcome barriers.
- Pupils behave well, show respect and kindness, and manage their emotions with tailored support.
- The personal development programme is well planned and makes a positive difference to pupils’ lives.
- Pupils are encouraged to make choices, express opinions and communicate their wishes effectively.
- Communication and emotional regulation are taught well, helping pupils build friendships and engage in learning.
- Post-16 provision is ambitious and focuses on preparing students for adulthood, independence and community involvement.
- Leaders and governors know the school well, act in pupils’ best interests and support staff wellbeing.
- Parents value the strong relationships and excellent communication between home and school.
- Safeguarding standards are met, with an open and positive culture of safeguarding.
Areas for Improvement
- Curriculum and teaching require attention because mathematics and phonics are not as well structured as they could be.
- Recently implemented curriculum changes are at an early stage, and their impact is not yet secure.
- Staff training for the revised curriculum is in its infancy, so teachers do not consistently check what pupils remember.
- Teachers do not always adapt effectively to what pupils know and can do, which affects progress in a minority of subjects.
- A very small number of pupils with higher starting points do not make the gains in knowledge that they could.
- Leaders need to embed the recently implemented curriculums so all staff have the subject knowledge and expertise to deliver revised content consistently well.
Destinations after GCSE's
| Staying in Education | |
| > Further Education | |
| > School Sixth Form | |
| > Sixth Form College | |
| > Other Education | |
| Apprenticeships | |
| Employment | |
| Not in education or employment | |
| Unknown |
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