Poole Grammar School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school The headteacher has successfully changed the culture of the school by asking staff at all levels to reflect on their practice. He has raised teachers' expectations of what pupils can achieve from their high starting points.

Teachers now look outward and use links with other schools to improve their practice. Pupils' progress is above average. It has improved sharply in GCSE mathematics and in GCSE science subjects.

Pupils' progress in GCSE English is improving but is not yet at the same high levels. Teaching is typically well-planned and challenging. For example, in history and geography, teaching motivates pupils to learn well and so the...y understand the work in depth.

However, a minority of teaching still does not provide enough challenge. Teacher's skills have improved as a result of training provided by senior leaders. Teachers use their in-depth subject knowledge to assess to pupils' understanding effectively.

Disadvantaged pupils' progress has fluctuated in recent years. Senior leaders' actions to improve the progress of disadvantaged pupils have been largely successful. However, the progress of a minority remains too slow.

Pupils take pride in their appearance and conduct themselves in a sensible manner around school and in lessons. They have good relationships with each other and with staff. Pupils' personal development is promoted strongly because it is seen as everyone's responsibility.

Sixth-form students are well taught and make good progress. They are fully involved in the life of the main school. Students' rate of attendance, although improving, is too low.

Senior leaders support the headteacher's vision for improvement at the school. They have successfully introduced better systems for monitoring the quality of teaching and for assessing pupils' progress. Middle leaders' skills have improved because : they have received high-quality training.

Consequently, the great majority hold teachers to account effectively for pupils' progress. However, in a few subjects teaching has not improved quickly enough. Governors have an accurate understanding of the performance of the school.

They use their knowledge to provide senior leaders with robust challenge and effective support.

Information about this school

The school is larger than the average-sized secondary school. Most pupils are of White British heritage.

The proportion of pupils who have SEN and/or disabilities is average. The proportion of pupils who are supported through pupil premium funding is well below average. The school admits pupils on the basis of ability.

The school does not receive additional funding for Year 7 pupils who need to catch up with their English or mathematics. The school is a member of the Sigma Teaching School Alliance and the South West Academic Trust. The school provides initial teacher training through the Wessex Training Partnership.

Some sixth-form courses are provided in collaboration with Parkstone Grammar School. No pupils attend off-site alternative provision. The school meets the government's current floor standards, which are the minimum expectations for pupils' progress by the end of Year 11.