Bourne Grammar School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are keen to attend Bourne Grammar School because they value the education they receive. They feel safe at the school and enjoy good working relationships with staff.

Leaders ensure that all pupils, including sixth-form students, benefit from very high-quality education.

They make sure that the curriculum is well organised and planned so that pupils learn key information at the right time. Pupils work hard to be the best they can be. They enjoy learning.

The behaviour of pupils and sixth-form students is exemplary. They are expected to take responsibility for their own behaviour, which they do. They show high levels of respect for each other and adults....

They consistently demonstrate that they can be trusted to behave well without adult supervision. Many pupils give their time to the school council, helping to make the school a better place. Bullying is not tolerated at the school.

Pupils say that on the rare occasions it happens, staff act quickly to resolve any issues.

Leaders are committed to 'building better learners'. They want pupils to develop their independent working skills.

They have ensured that pupils have access to a wide range of opportunities that nurture their talents and interests. Pupils engage with what is going on in the world around them.

What does the school do well and what does it need to do better?

Leaders have high ambitions for all pupils.

This is reflected in the high-quality curriculum all pupils study. Leaders want all pupils to learn the most important knowledge in all subjects. Subject leaders and teachers achieve this by thinking deeply about their subjects.

They have carefully planned the order in which pupils learn knowledge. This helps pupils, including pupils with special educational needs and/or disabilities (SEND), to build their knowledge over time. Pupils have opportunities to learn across a range of subjects, including those that form part of the English Baccalaureate.

They develop detailed knowledge and skills across the curriculum and achieve exceptionally well. In the sixth form, leaders have built securely upon the breadth of subjects on offer. The ambitious and demanding sixth-form curriculum builds to prepare students very well for future learning and their next steps.

Teachers' subject knowledge is strong. Leaders have ensured that all subjects are almost always taught by specialist teachers. Teachers clearly explain concepts to pupils.

At the start of lessons, pupils have opportunities to recall what they have learned before. Pupils link this knowledge to their current learning. They say that this allows them to build a deep understanding of the subject.

Teachers provide useful feedback. Pupils use this to reflect on what they have done well and how they can continue to improve. Teachers help pupils to develop resilience and independence in their work.

They do this by providing challenging tasks for pupils.As a result, many pupils and students produce high-quality work across the curriculum.

Leaders make sure that pupils with SEND can access the same ambitious curriculum as everyone else.

They identify these pupils' needs and provide teachers with the detailed information they need to support these pupils in their learning. As a result, pupils with SEND do not miss out on learning.

Leaders provide effective support for pupils who need extra help with reading.

Staff encourage pupils to read for pleasure. All pupils have a book that they read daily.

Pupils have positive attitudes to learning.

When they are in lessons, they focus on their learning. They are keen to offer their answers and take part in class discussions. They are self-motivated and confident to work independently.

They also help each other when working in groups.

Leaders have provided expansive wider development opportunities for pupils. An impressive range of extra-curricular activities, such as sports clubs, performing arts clubs and charitable activity, is available to pupils.

Many pupils speak enthusiastically about these opportunities. Students in the sixth form benefit from a range of rich experiences. These build their character, support them in their next steps and prepare them well for adult life.

However, leaders have only recently begun to ensure that all pupils have high-quality, impartial careers advice and guidance. Pupils have not had sufficient opportunities to learn about different faiths, beliefs and cultures to ensure that they appreciate the differences that can be found across the world, as well as those things that are the same. Pupils' personal development has recently benefited from more attention from leaders.

The school is well led and managed. However, governors do not hold leaders to account as well as they could. Staff enjoy working at the school.

Leaders are mindful of staff's workload and have taken steps to reduce this. Staff appreciate leaders' efforts to improve their well-being.

Safeguarding

The arrangements for safeguarding are effective.

There is a culture of vigilance at the school. Leaders are aware of the increasing risk of, and the effects of, pupils' poor mental health. Staff receive high-quality training in safeguarding and regular updates from experienced safeguarding leaders.

Staff understand their responsibility to report any concern. Leaders keep accurate records. They use this information to ensure that pupils get the help they need.

Leaders are quick to act, involving other agencies when needed. There are appropriate procedures in place to manage any allegations. Professionals external to the school visit to teach pupils how to stay safe.

Staff ensure that pupils know how to be safe when online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Pupils are not as well equipped for life in modern Britain as they should be. Not all pupils have a full appreciation of the differences and similarities between different cultures and religions.

Leaders have not ensured that religious education has been provided in accordance with statutory requirements. Additionally, not all pupils benefit from high-quality independent careers advice and guidance. Leaders need to ensure that all aspects of the personal development programme are aspirational for all pupils and prepare them fully for life in modern Britain.

• Governors do not always hold leaders to account as rigorously as they could. As a result, not all aspects of the school's provision are of the highest quality, including opportunities for pupils' personal development. Governors need to ensure that they fully understand their role and assure themselves that they have rigorous structures and processes in place to assess the quality of all aspects of the provision effectively.