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Inspiring a love of learning

“Inspiring a love of learning”

‘The lessons and the teachers are really good and I’ve made so many more friends since starting the sixth form’ Emily, Year 12

‘I’ve been able to achieve a level of independence but still rely on the support of staff I know when I’ve needed it’ Beth, Year 13

‘To begin with I was nervous about meeting new people but everyone has been welcoming. The subjects I chose are right for me and the teachers are helpful. Coming here was the right decision’ A new student who started in Yr 12

“I taught in several schools and I was only blessed with sons but I firmly believe that if I had a daughter I would want her to go to this school because I am aware at first hand of the dedication of all of its staff to the care and education of the girls. This school does realise that it is precious cargo that it carries.” A former teacher


The school 'Feedback for Learning Policy' has replaced the old 'Marking Policy'. 

Over the last few years, Beverley High School has been working with Huntington Research School in York and will be a local hub for Research and Training . As a result we have made several changes to the school approach to Teaching and Learning. One of the most significant is regarding feedback for learning. 

There is no evidence that the majority of marking has any beneficial impact of pupils learning. Many staff spend hours each week providing written comments that have little or no benefit to pupils. For this reason staff have been asked to actively reduce the amount of written feedback in favour of a range of methods that research evidence shows have impact. That does not mean that we do no written marking but that we only do it where it will provide a benefit to the learning of our pupils. Each department has its own policy to ensure that standards are maintained.

The most effective feedback takes place in the classroom. This might be verbal feedback, live marking, group feedback on a sample of work, exam wrap arounds, live marking, diagnostic questions and discussion, low-stakes testing,etc. A range of approaches to these is likely. The variety of approaches to feedback provides is two-fold. It benefits pupils directly but indirectly in informing teachers of pupil learning so that they can deliver more effective lessons.


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