|Name||Kesteven and Grantham Girls’ School|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||28 September 2011|
|Address||Sandon Road, Grantham, Lincolnshire, NG31 9AU|
|Religious Character||Does Not Apply|
|Number of Pupils||1214 (100% girls)|
|Number of Pupils per Teacher||17.1|
|Percentage Free School Meals||2.1%|
|Percentage English is Not First Language||4.6%|
Information about the school
Kesteven and Grantham Girls’ School is a selective county grammar school drawing from a large number of feeder schools in the local area, with some students coming from further afield. It is broadly average in size compared to similar schools. The proportion of students known to be eligible for free school meals is low. Most students are White British, although a small minority are from a range of other ethnic backgrounds and heritage. Very few students speak English as an additional language. The proportion of students with special educational needs and/or disabilities is low and almost none have a statement of special educational needs. There have been some changes to staffing since the last inspection, particularly at middle leader level. The school has been re-designated as a specialist science and mathematics school, awarded a second specialism in modern foreign languages and recognised as a high achieving specialist school.
Kesteven and Grantham Girls’ School, affectionately known to all as KGGS, is an outstanding school. It has a long, proud history; its current achievements match the high ambitions of staff, parents and carers, and of students, past and present. KGGS is outstanding because it produces successful, confident, mature young women who are well equipped to succeed in the next stages of their education and lives. The academic standards attained by students at all ages are exceptionally high. What is more, although the girls start with high prior attainment, they continue to make good and often excellent progress. This is seen in the great majority of classrooms and is reflected in impressive examination results. What impresses any visitor, however, are the highly developed inter-personal, social and civic skills of the students. They are unfailingly polite, support each other exceptionally well and forge excellent relationships with the adults responsible for their education and care. This means that the school is a highly cohesive community where there is a strong sense of purpose and a positive ethos. Many students willingly accept the many opportunities for leadership and responsibility provided. They become excellent ambassadors for their school in the local area and frequently on the national and international stage. Since the last inspection, the headteacher, his able senior management team and governing body have relentlessly pursued excellence in all aspects of the school’s work. They have identified weaker areas of provision or performance and, through accurate self-evaluation, highly targeted planning, monitoring and evaluation, have made significant improvements. They have increasingly empowered middle leaders to lead developments in their own areas, at the same time making them highly accountable for outcomes. The governing body is well informed, highly supportive and has a range of professional skills. It is increasingly seeking ways to evaluate aspects of the school’s work for itself, so that it can comprehensively fulfil its roles in holding leaders to account. As a result of this outstanding leadership and management, many aspects of the school’s provision continue to improve. The outstanding curriculum is extremely well matched to students’ preferences and ambitions. It is one of the reasons why examination success is so high. Students also receive outstanding support, both in terms of academic guidance and pastoral care. The intelligent use of data in tracking student performance is a key factor in improved performance. Most teaching is at least good, and much is outstanding and truly inspirational. The school recognises that there is still some variation in classroom practice; the quality of teaching and the use of assessment and marking, in a very small minority of lessons, are only satisfactory. Nevertheless, the school is not complacent and, because of the evidence of strong improvement made since the last inspection, has a good capacity to improve even further.