King Edward VI Handsworth Grammar School for Boys

Highlights from Latest Inspection

What is it like to attend this school?

Caring and supportive relationships are at the heart of King Edward VI Handsworth Grammar School for Boys (HGS).

As one pupil said, 'I feel part of a family here.' Pupils are happy in school. All pupils who spoke to inspectors understand the 'CARES' values.

These include aspiration, respect and endeavour. Pupils are safe, and they say that poor behaviour is rare. A typical parent comment is: 'Brilliant school.

Great nurturing environment.'

There is a purposeful atmosphere around HGS. The majority of pupils show respectful and positive behaviours during structured lesson times.

During unstructured times, such as breaktimes and lunchtimes, mo...st pupils behave sensibly. When pupils' behaviour is not acceptable, staff speak with these pupils to explain the school's high expectations to maintain the positive behaviours around the school.

HGS places an exceptionally strong emphasis on pupils' personal development.

Pupils can explain clearly their understanding of fundamental British values such as democracy. Pupil leadership includes mental health ambassadors. The extra-curricular programme is rich and diverse.

The majority of pupils take part in an extensive range of high-quality enrichment activities. Debating, guitar ensemble and ceramics clubs enhance pupils' wider experiences.

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

The school has designed a highly ambitious curriculum for all pupils, including those with special educational needs and/or disabilities (SEND), and students in the sixth form.

The school has set very high expectations for pupils' future academic achievements. Staff relentlessly focus on helping pupils to meet these high standards. Remembering key knowledge is a focus in every subject.

As a result, pupils achieve exceptionally well through their learning at key stage 4. However, the school is aware that current achievements in the sixth form are not to the same high standards as the rest of the school. The school knows the areas that need more development and is taking effective action to further develop the provision.

The school ensures that pupils' work is highly ambitious and that they receive significantly challenging work from Year 7. Pupils welcome this and enjoy the opportunities to 'go beyond' the curriculum. Teachers routinely check what pupils know and ensure that pupils understand what they have to do well.

Pupils confidently talk about what they have learned in a range of subjects. For example, in mathematics, Year 11 pupils could recall their knowledge of velocity from Year 10 to help them in their current work.

The school identifies pupils with SEND exceptionally well.

Key information provides staff with the precise knowledge about pupils' individual needs. Teachers use this information very effectively to adapt their teaching. Leaders ensure that all pupils access the same, ambitious curriculum, adapting it to meet pupils' needs.

This means that pupils with SEND successfully access learning and achieve exceptionally well alongside all other pupils.

The majority of pupils display excellent self-control and highly positive attitudes to learning. Staff and pupils share highly respectful relationships.

This creates an open and encouraging culture where everyone is equally valued. However, a few pupils do not always focus on their learning well enough. In a small number of cases, pupils behave inappropriately within the school setting.

The school acts swiftly to address the occasions when this happens, which helps to maintain the high standards of behaviour generally seen. School attendance is high, with robust systems in place to support absent pupils to catch up on their work quickly. The school communicates well with parents and carers about the importance of their children being in school.

The school ensures that pupils' personal development is a high priority. An extensive personal development curriculum promotes the development of pupils' character and interests exceptionally well. All pupils spoken to have a detailed understanding of fundamental British values, healthy relationships and respecting the views of others.

Pupils' well-being is at the forefront of leaders' vision, including promoting pupils' positive mental health. All pupils and sixth-form students receive unbiased information on potential next steps and high-quality careers guidance. This prepares them extremely well for the next stages of their lives.

Governors and trustees do not know their school in precise enough detail. This limits their ability to support and challenge leaders effectively to hold them to account for the areas which need further development. However, governors do have a secure awareness of safeguarding and the quality of SEND provision.

The school has implemented a well-thought-out professional development programme for staff. The school consults staff about policy changes and carefully considers staff's workload, which staff are appreciative of.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• There is some variability in the extent to which leaders at all levels assure themselves about standards in the school. Consequently, sixth-form provision and pupils' behaviour and attitudes are not quite as well developed as other aspects of the school. The school should ensure that leaders, including those responsible for governance, check all aspects of the school's work precisely, so that those less well-developed aspects can be improved swiftly and effectively.