|Name||Penistone Grammar School|
|Ofsted Inspection Rating||Good|
|Inspection Date||08 October 2013|
|Address||Huddersfield Road, Penistone, Sheffield, South Yorkshire, S36 7BX|
|Religious Character||Does Not Apply|
|Number of Pupils||1636 (51% boys 49% girls)|
|Number of Pupils per Teacher||18.4|
|Percentage Free School Meals||4.3%|
|Percentage English is Not First Language||1%|
Information about this school
This school is much larger than the average-sized secondary school. The proportion of students supported through the pupil premium (additional government funding for looked after children, children from service families and pupils known to be eligible for free school meals), is below the national average. Most students are of White British heritage. The proportion of disabled students and those who have special educational needs supported at school action is below average. The proportion supported at school action plus or with a statement of special educational needs is well below average. The school meets the government’s current floor standards, which set the minimum expectations for students’ attainment and progress. No students are educated off-site. The school became a training school in September 2013, through Schools Direct, and is working with Sheffield Hallam University to deliver a training programme for those wanting to become teachers. It works with the Horizon Community College in Barnsley to develop and share best practice.
Summary of key findings for parents and pupils
This is a good school. Achievement is good throughout the school and the sixth form. Standards are above average in most subjects, including in English and mathematics, by the end of Year 11 and students are on track to achieve similar standards in 2014. This represents their good progress. Teaching is securely good, with a growing amount that is outstanding. Students achieve well in the sixth form because teaching is consistently at least good. They are informed particularly well of the options available to them after school. Students show a desire to learn and achieve well. They behave maturely and show positive attitudes to school, learning and each other. Students enjoy lessons and the courses they study, which are a good match to their needs and promote good enjoyment and achievement. The Principal’s strong leadership, supported by the senior team, has driven improvements over time. These have now impacted well on students’ achievement, well-being and on the quality of teaching. The governing body’s comprehensive knowledge, including about teaching, and its involvement in the school’s work strengthens its capacity to continue improving. It is not yet an outstanding school because : Teaching is not consistently outstanding. Work for the more-able students does not always provide additional challenge and opportunities for them to deepen their thinking and understanding and to make consistently rapid progress. Marking does not regularly tell students what they have achieved and what to do next. Teachers do not check that students have followed their advice. Subject leaders and student leaders of learning do not consistently and rigorously check performance in their areas in order to support outstanding teaching, and students’ outstanding achievement and personal development.