|Name||Kirkby Stephen Grammar School|
|Ofsted Inspection Rating||Good|
|Inspection Date||12 September 2017|
|Address||Christian Head, Kirkby Stephen, Cumbria, CA17 4HA|
|Number of Pupils||401 (48% boys 52% girls)|
|Number of Pupils per Teacher||16.1|
|Academy Sponsor||Kirkby Stephen Grammar School|
|Percentage Free School Meals||6.3%|
|Percentage English is Not First Language||0.2%|
|Pupils with SEN Support||15.2%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. The school is a much smaller than average-sized secondary school for pupils from 11 to 18 years. The school is in a rural area and the majority of pupils travel long distances by bus to attend school. The proportion of disadvantaged pupils is lower than average. A number of pupils are supported through the Year 7 catch-up premium. The proportion of pupils from minority ethnic backgrounds is much lower than average, as is the proportion who speak English as an additional language. The vast majority of students are of White British heritage. The proportion of pupils who have special educational needs and/or disabilities is above the national average, but the proportion who have a statement of special educational needs and/or an education, health and care plan is below average. The school currently uses the Appleby Heritage Centre to contribute to the education of a small number of pupils. Some sixth-form pupils attend some classes at Appleby Grammar School. The school is a member of the South Lakes Federation of secondary schools. Since the last inspection, the school has appointed a new headteacher from September, 2017.
Summary of key findings for parents and pupils
This is a good school Leadership is strong. Leaders have tackled the areas identified at the last inspection quickly and robustly. They have brought about significant improvements in a short time as a result. Governors know the strengths and weaknesses of the school well. They hold leaders firmly to account to ensure that pupils receive a good standard of education. There is a significant shift in the culture of safeguarding, which now runs throughout the school. All aspects of safeguarding are scrutinised and everybody is keenly aware of the role they play in keeping pupils safe. Pupils achieve standards that are above average in a range of subjects. Disadvantaged pupils and those who have special educational needs and/or disabilities make good progress. Positive relationships between staff and pupils are the backbone of this school. Mutual respect and care resonate throughout the school. Staff know the pupils and their families well. Strong pastoral support ensures that pupils receive emotional, academic and personal support in a caring and timely manner. Pupils’ conduct around the school and in lessons is good. Pupils display positive attitudes to learning. Spiritual, moral, social and cultural development is a strength of the school. Pupils develop respect for others, regardless of differences. They are taught how to keep themselves safe and how to make a positive contribution to society. Pupils pursue their next steps in education, employment and training with confidence. This is as a result of the high-quality careers advice and guidance they receive throughout the school. The sixth form is inclusive and serves the local community well. Leaders are passionate and committed to raising students’ aspirations. The vast majority of students achieve well and go on to secure high-quality jobs, university courses or further training. The quality of teaching and learning is good. However, some variations in the quality of teaching and learning exist across subjects. The needs of some pupils who have special educational needs and/or disabilities or the most able pupils are not consistently met. The attendance of some disadvantaged pupils and pupils who have special educational needs and/or disabilities is too low.