Queen Elizabeth’s Grammar Alford - A Selective Academy

Highlights from Latest Inspection

What is it like to attend this school?

Most pupils speak enthusiastically about their school. It is friendly and welcoming. Relationships are positive between pupils and with staff.

Pupils and staff described the school as a happy and harmonious place to learn. The school's values of achievement, integrity, respect and self-discipline are modelled by pupils and staff alike. The environment is calm and orderly, including when pupils move between the various buildings that make up the school site.

Pupils behave well. They are confident that when bullying occurs, staff will deal with it effectively.

Pupils and sixth-form students achieve well at this school.

They respond well to the staff's ...high expectations. Pupils with special educational needs and/or disabilities (SEND) are well supported. The school's curriculum is ambitious.

Pupils learn a wide range of subjects across all key stages. The number of qualifications pupils study at key stage 4 is demanding.

Pupils have many opportunities to take part in extra-curricular activities.

They are enthusiastic about the wide range available. These include sports, school productions, such as 'Chicago', and public speaking. Sixth-form students value the leadership programme, including projects such as the 'World Challenge'.

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

Leaders and governors have established a positive school culture. They have an ambitious vision, underpinned by the school's values. Staff are determined to help pupils achieve as well as they can.

Leaders are currently reviewing the school's curriculum. Students now typically study three A-level courses rather than four. Leaders and governors recognise that pupils in key stage 4 study more qualifications than they need.

They have started a review of the school's curriculum for these year groups to ensure that it best serves all pupils.

Subject leaders have ensured that their plans for what pupils will learn, and when, are ambitious. In almost all subjects, these plans help to ensure that pupils' knowledge and understanding build over time.

This is particularly the case in subjects like English, history and business studies.

Appropriate changes are made to support pupils with SEND so that they can access the full curriculum. Leaders and teachers know these pupils well.

Teachers' subject knowledge is strong. In most subjects, they use this knowledge to explain new concepts and ideas clearly. Their precise and tailored questioning ensures that pupils engage well with their learning.

Teachers use assessment well to check pupils' understanding and skills. Pupils are motivated and have positive attitudes towards their studies. On occasions, and more so in Years 8 and 9, pupils leave work incomplete.

Sometimes they do not apply themselves to extended written tasks which need a higher level of thinking. When teachers check pupils' work, not all ensure that pupils improve their work following the advice they receive.

Leaders have developed a programme to promote reading across the school.

This is at a more advanced stage in some subjects than others. Pupils who need some extra help to enhance their reading skills receive the support they need.

Leaders have recently introduced a new curriculum for personal, social and health education.

These plans include relationships, sex and health education. Pupils understand the importance of diversity and equality. Most pupils respect what makes people different.

Pupils commit to the school's charity work. For example, they have started a campaign to support those who suffer from alopecia. Pupils and staff enthused about opportunities linked to the International Schools Award.

Similarly, leaders are revitalising the school's provision for careers education. However, the school does not yet meet the requirements of the Baker Clause, which requires schools to provide pupils in Year 8 to 13 with information about approved technical education qualifications and apprenticeships. Pupils in all year groups, including the sixth form, said that they would like more guidance on the options available to them when they reach the ages of 16 and 18.

A significant number would like more information on apprenticeships, for example.

The overwhelming majority of parents and carers and staff are supportive of the school. Staff morale is positive.

Staff said that they value the opportunities for professional development, particularly in developing the curriculum, for example. Leaders cared for pupils and staff well during the national restrictions due to COVID-19. Many parents praised the school for the care leaders have shown.

Governors are committed to the school and its future success. They understand the strengths of the school well, as well as the areas for further development. However, leaders and governors do not have sharp enough oversight of the effectiveness of some school policies.

Occasionally, the staff's actions are at a more advanced stage than the policies leaders have written.

Safeguarding

The arrangements for safeguarding are effective.

Pupils said that they feel safe in school.

Parents agreed. Pupils know who they can talk to if they have any worries or concerns. All staff have completed an online training package.

They understand their responsibilities to safeguard all pupils. Staff understand the school's systems for reporting concerns. Leaders work in a timely way to support pupils who are at risk of harm.

They work well with external agencies when required. Leaders have good oversight of children who are in the care of the local authority.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, teachers do not always ensure that pupils are applying the knowledge they have acquired when completing extended written tasks or assessments.

Sometimes pupils opt out of completing these tasks or do not finish them. Leaders should ensure that teachers know to check that all pupils complete the tasks set, so that pupils can remember what they have learned and apply this to their future learning. ? Leaders have not ensured that the requirements of the Baker Clause are fully met across all year groups.

Pupils do not receive sufficient information about all the options available to them when they are considering their next steps in education, employment or training. Leaders must ensure that the careers advice and guidance that pupils receive inform them of the full range of next steps available to them and enable them to feel confident about their future aspirations and career choices. ? Leaders, including those responsible for governance, have not ensured that all school policies are fit for purpose.

This means that sometimes the policies are not precisely informing the leaders' plans and actions. Leaders must ensure that all school policies use up-to-date guidance. They should also ensure that these policies are consistently evaluated to assess their effectiveness.