The FMS Inspection Score is FindMySchool's proprietary analysis based on official Ofsted and ISI inspection reports. It converts ratings into a standardised 1–10 scale for fair comparison across all schools in England.
Disclaimer: The FMS Inspection Score is an independent analysis by FindMySchool. It is not endorsed by or affiliated with Ofsted or ISI. Always refer to the official Ofsted or ISI report for the full picture of a school’s inspection outcome.
On Market Square in Aspatria, the day runs to a clear rhythm: an 8:40am start, a two-week rotating timetable, and a uniform policy described by the school as gender-neutral. It is a setting that feels distinctly local, and the school leans into that sense of place with its Cumbria Award and a curriculum that talks directly to life in the county.
Beacon Hill Community School is a state secondary school for boys and girls aged 11 to 16 in Wigton, Cumbria. The published capacity is 350, and it operates as part of the Cumbria Futures Federation with Solway Community School. The 2025 Ofsted inspection rated Behaviour and Attitudes and Personal Development as Good, with Quality of Education and Leadership and Management requiring improvement.
Admissions are competitive rather than impossible: the recorded demand shows 46 applications for 22 offers (around 2.09 applications per place). For families who value a smaller cohort and a tightly organised day, that combination of scale and structure is the headline.
A roll that sits well below capacity shapes almost everything here. It changes the social feel in corridors, the likelihood of being noticed quickly, and the way staff can respond when a student’s confidence dips. In a larger secondary, it is easy to coast anonymously. At Beacon Hill, the default is that adults know students well, and expectations land more personally.
The school’s stated values are explicit and quite grown-up in tone: courage and compassion, inclusion and equality, respect and courtesy, optimism and perseverance, forgiveness and tolerance, ambition and achievement. That is not window dressing. It reads like a promise to families that behaviour and belonging matter, especially for students who have found mainstream school difficult elsewhere.
There is also an honest acknowledgement that not every student’s journey is linear. Some students join at points other than the usual Year 7 intake, and the school positions itself as a place where those mid-course arrivals are helped to settle quickly. In a rural area, where a change of school can be logistically and emotionally heavy, that matters.
Beacon Hill’s outcomes sit below England average in the current data, and it is best read as a school with strengths in personal development and behaviour that is still working to secure consistent academic impact across subjects. Ranked 3750th in England and 2nd in the Wigton local area for GCSE outcomes (FindMySchool ranking based on official data), it falls into the lower-performing band nationally.
For 2023–24, the school’s published Progress 8 score is -1.37 and Attainment 8 is 30.7. Those figures point to a cohort leaving Year 11 having made less progress, on average, than students with similar starting points nationally. They also help explain why curriculum consistency has become such a priority.
Some of the detail is useful for families who want to understand the shape of the Year 11 offer. In 2023–24, 21.9% achieved grades 5 or above in English and maths. The school also reports that 62.5% were entered for the English Baccalaureate suite; its EBacc average point score of 2.67 sits below the England average of 4.08. That combination suggests a school keeping academic breadth on the table, while still needing to lift the security of outcomes.
If you are comparing local secondaries, the FindMySchool Comparison Tool can help you put these measures alongside nearby options and see the trade-offs more clearly, rather than relying on a single headline.
England ranks and key metrics (where available)
GCSE 9–7
—
% of students achieving grades 9-7
A key thread in the school’s current story is curriculum rebuilding. The intent, on paper, is structured: a three-year Key Stage 3, an explicit focus on literacy and numeracy, and a set of qualifications at Key Stage 4 that mixes GCSE pathways with technical and vocational choices. Spanish appears as a language option, and the options list includes courses such as BTEC Tech Sport and hospitality and catering alongside the more familiar humanities routes.
The Cumbria Award is one of the more distinctive pieces of the Key Stage 3 offer. It is not a generic “enrichment slot”. It is framed around local knowledge and local stories, using Cumbrian history and landscape as material for reading, discussion and writing. For students who learn best when school feels connected to the world outside the classroom, that kind of curriculum texture can make engagement easier.
The school also puts weight on reading. Students are expected to have a book with them each day, and the morning routine includes regular library time on rotation. Support for weaker readers is described as a priority. The improvement challenge, though, is consistency: the school has identified that some subjects and some year groups have not always had access to a full and balanced Key Stage 3 experience, and that teaching approaches are not yet reliably strong across the board. For parents, the most useful questions at any visit are practical ones: how subject knowledge is sequenced, how teachers check understanding before moving on, and what happens when a student has gaps that have built up over time.
Beacon Hill is an 11 to 16 school, so “next” is an active part of the Year 10 and Year 11 experience rather than a sixth form on site. Careers education is described as a through-line, including work experience, visits, a careers fair, mock interviews and information about apprenticeships, with students also receiving one-to-one guidance from a qualified careers adviser.
That emphasis is reflected in the school’s published destination marker: 92% of students were recorded as staying in education or entering employment as at summer 2022. It is not a full picture of where every student goes, but it does indicate that transition planning is treated as a core responsibility, not an afterthought.
For families, the practical point is that post-16 planning needs to start with travel as well as aspiration. A student may be ready for a particular course, but daily logistics can quietly decide whether it is sustainable. Beacon Hill’s approach, which includes exposure to different providers and pathways, is a sensible fit for a mixed-ability intake.
Beacon Hill is a non-selective community school, with admissions managed through Cumberland Council. The council operates a catchment-area approach for school admissions, and oversubscription is handled through the local authority’s published priorities rather than through a separate school-run process.
The demand snapshot in the available data shows 46 applications for 22 offers, which works out at about 2.09 applications per place. That is enough competition to warrant careful planning, especially for families who are new to the area or weighing up more than one school. It also means you should not assume that “it’s the local school” automatically equals a place.
For Year 7 entry, Cumberland Council’s stated deadline is 31 October each year for on-time applications, with offers issued on 1 March (or the next working day). The school’s own admissions policy also points families back to that timetable and process.
A good way to reduce stress is to map your likely journey early and build a sensible shortlist. The FindMySchoolMap Search can help you sense-check travel time from your postcode and keep your options realistic, particularly if you are relying on public transport or juggling multiple drop-offs.
Applications
46
Total received
Places Offered
22
Subscription Rate
2.1x
Apps per place
Pastoral support is presented as central here, and it is described with the kind of specificity that matters: not just a “pastoral system”, but a set of named interventions and a team built around early help. The school talks about nurture support, group work and one-to-one help, and it uses restorative circles as part of its approach to relationships and behaviour.
There is also a clear link between wellbeing and learning. The school recognises that some students arrive with barriers that make classroom focus harder, and it positions pastoral work as the foundation that allows learning to take place. Support areas include friendship issues, bullying, bereavement, self-esteem, conflict resolution, attendance and transitions.
External links are part of the picture too, including signposting to services such as Kooth and CAMHS, alongside school-based approaches such as ELSA support, Decider Skills and Draw and Talk. For families who worry about whether a smaller school can still provide layered support, that breadth is reassuring, provided it is delivered consistently and joined up with day-to-day teaching.
The Cumbria Award is the school’s most distinctive enrichment thread, and it shows up both in curriculum intent and in student experience. It is a reminder that enrichment does not have to mean a long list of clubs. It can mean a programme that gives students confidence with reading, speaking and thinking, using local material that feels tangible.
Outdoor activity also features strongly, including opportunities such as mountain biking and skiing. Alongside that sit trips and visits, with examples including theatre visits and science- and robotics-related activities that extend classroom learning beyond exercise books. For many students, that matters less as a “treat” and more as a way of making learning stick.
Leadership roles are another strand. The school highlights positions such as prefects and sports leaders, and it also references a School Council and Youth Parliament activity as part of its wider approach to student voice. In a smaller setting, those roles can carry real weight. Students who might not put themselves forward in a bigger school can find space to step up.
Aspatria is served by a bus route running between Carlisle and Workington, and the rail line calls at Aspatria on request. For families commuting from surrounding villages, that combination of bus and rail matters, particularly once after-school commitments stretch the day.
For drivers, the town-centre Market Square location is convenient but not built for long waiting lines. Short-stay parking and a brief walk can be the calmer option at peak times.
The school day runs from 8:40am to 3:10pm, and the timetable rotates across a two-week cycle. Mornings begin in form groups with a mix that can include assemblies, interventions, library time and structured discussion. Students are expected to have a reading book with them each day, reflecting the school’s ongoing focus on reading routines.
Lockers are available, with a £10 fee for five years and £5 returned when the key is handed back in Year 11.
Academic consistency: The school’s key improvement work is about making teaching and curriculum impact more consistent across subjects, particularly through Key Stage 3. If your child thrives on clear structure and frequent checking for understanding, ask how that is secured day-to-day in the subjects they find hardest.
Progress measures: With Progress 8 at -1.37 in 2023–24, outcomes indicate that many students have not been making the progress they should. Families should look closely at the school’s current approach to closing gaps, especially in reading and subject vocabulary.
Competition for places: The recorded 46 applications for 22 offers shows that entry can be competitive. Put in an application that reflects your real priorities, and keep alternative preferences sensible, not symbolic.
Rural logistics: Public transport exists and can work well, but it may be limited by timetables, request stops and the timing of clubs or interventions. If your child will rely on buses or trains, plan the routine before committing.
Beacon Hill Community School is a small, local secondary with a clear sense of order, strong pastoral intent, and a curriculum that tries to connect learning to life in Cumbria. Behaviour and personal development are the steadier parts of the picture. Academic outcomes, by contrast, show why the school is focused on tightening curriculum coverage and classroom consistency.
It suits families who want an 11 to 16 school where students are known well, routines are explicit, and support is available when things wobble. The main decision point is whether the current improvement work aligns with what your child needs now, and whether the practicalities of admission and travel stack up for your household.
It has clear strengths in the school experience students feel day to day, including a calm, orderly culture and a strong emphasis on pastoral support and personal development. The most recent inspection judgements rated behaviour and personal development as Good, while highlighting work still needed to improve curriculum and leadership consistency.
The most recent published results show Progress 8 at -1.37 and Attainment 8 at 30.7 (2023–24). In the same year, 21.9% achieved grade 5 or above in English and maths, and 62.5% were entered for the EBacc suite.
The available demand figures show 46 applications for 22 offers, which is roughly 2.09 applications per place. That level of demand means it is worth planning early and using all preferences carefully in the local authority application.
No. The school is for students aged 11 to 16, so post-16 transition is to external sixth form, college or apprenticeship routes. Careers education includes work experience and guidance designed to support that step.
The school describes a structured pastoral offer, including nurture support, one-to-one and group interventions, and restorative approaches to relationships. It also sets out how it works with external services for additional emotional wellbeing support, alongside SEND leadership through the SENCo team.
Get in touch with the school directly
Disclaimer
Information on this page is compiled, analysed, and processed from publicly available sources including the Department for Education (DfE), Ofsted, the Independent Schools Inspectorate (ISI), the Universities of Oxford and Cambridge, Freedom of Information (FOI) requests, and official school websites.
Our rankings, metrics, and assessments are derived from this data using our own methodologies and represent our independent analysis rather than official standings.
While we strive for accuracy, we cannot guarantee that all information is current, complete, or error-free. Data may change without notice, and schools and/or local authorities should be contacted directly to verify any details before making decisions.
FindMySchool does not endorse any particular school, and rankings reflect specific metrics rather than overall quality.
To the fullest extent permitted by law, we accept no liability for any loss or damage arising from reliance on information provided. If you believe any information is inaccurate, please contact us.
