Ripon Grammar School

Highlights from Latest Inspection

What is it like to attend this school?

Leaders, staff, pupils and parents are proud of Ripon Grammar School - its history, its traditions and its achievements.

Leaders are ambitious for pupils, both academically and for their wider personal development as young people and future citizens. Pupils rise to this challenge. They achieve very highly in their GCSE and A level examinations.

Across the school, and particularly in the sixth form, teachers challenge pupils and students to stretch themselves academically and to take risks in their learning. A small number of pupils do not receive the same encouragement from staff to achieve their best.

Pupils benefit from the broad range of provision offered ...by clubs and societies, for example, in science, the arts, humanities and sport.

Pupils are eager to seize the extensive opportunities presented to them.

Pupils' behaviour around school and in classrooms is for the most part very good. It reflects very strong relationships in the school community.

Visitors are greeted with politeness and courtesy.

The very large majority of pupils feel safe in school. Bullying is not an issue.

Pupils are confident that if bullying does happen, staff will deal with it effectively. The majority of pupils are happy at school.

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

Leaders have high expectations of their pupils and have built a suitably ambitious curriculum.

In the sixth form, the curriculum encourages all students to aim high, such as through the 'plus one' programme of additional courses to support access to ambitious post-18 destinations. Across the school, teachers have a strong understanding of their subject. They teach challenging content with skill.

Assessment is used effectively to monitor how well pupils are doing. Pupils answer teachers' questions with considered responses, drawing on a wide subject-specific vocabulary to do so. This enables them to think deeply and with accuracy about often complex subject matter.

As a result of such teaching over time, in the sixth form, students engage with demanding curriculum content with a spirit of intellectual enquiry.

The curriculum at key stages 3 and 4 matches the breadth and ambition of the national curriculum. Curriculum goals in the sixth form build cumulatively from key stages 3 and 4.

Consequently, pupils acquire a depth of subject knowledge and skills across the curriculum. Outcomes in national examinations at key stages 4 and 5 are very high.

The support received by pupils with special educational needs and/or disabilities (SEND) has been strengthened recently.

Leaders and staff participate in a range of training opportunities, which are closely focused on the learning needs of pupils with SEND. However, the application of the strategies to support pupils with SEND varies. Currently, in some lessons, teachers do not implement appropriate teaching strategies that support pupils with SEND.

There is more for leaders to do to ensure that pupils with SEND consistently receive the personalised support they need in order to achieve stronger academic and personal outcomes.

Pupils are confident and fluent readers on joining the school. Even so, leaders have put in place a reading programme to support those pupils in Year 7 who are relatively less confident and fluent.

All pupils benefit from the 'Reading Challenge' to encourage an enjoyment of reading.

Standards of pupils' behaviour in class and around the site are generally very high. Students' behaviour in the sixth form is of an equally high standard.

However, the school's behaviour system is not applied consistently. In a very small number of classrooms, pupils' behaviour does not meet leaders' high expectations. Furthermore, some pupils and staff report that standards of behaviour are not as high in classrooms when substitute teachers are leading lessons.

Pupils told inspectors that staff deal firmly with the very rare instances of racist, homophobic and sexist language. Inspectors saw respectful relationships between pupils, and with staff. However, a very small minority of staff, on occasions, do not speak as encouragingly and kindly to some pupils as they should.

This has resulted in a small number of pupils feeling less confident in their learning.

The curriculum for developing pupils' personal development, including extra-curricular provision, is broad and varied. Pupils have extensive opportunities to enjoy sporting and musical activities.

In the sixth form, there is a well-planned programme of careers support. 'Student officer' roles are clearly defined and help develop leadership qualities. In the main school, the curriculum for careers information, education, advice and guidance prepares pupils for adult life through a programme of work experience.

Leaders are eager to engage positively with parents. Many parents are satisfied with the communication they have with school and the wide range of opportunities to visit the school. A small number of parents have some frustrations about what they see as less effective communication with school.

Governors know the school well and fulfil their statutory duties. Leaders and governors listen to staff and have, as a result, taken practical steps to reduce staff workload.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have established a clear system for any concerns about the safety and welfare of pupils to be logged and acted upon. Leaders act on concerns in an appropriate and timely way, including liaison with external agencies where required. Leaders keep a vigilant eye on emerging safeguarding matters.

Staff are trained in the requirements of the government's statutory guidance 'Keeping children safe in education' and understand what to do should they be concerned about the conduct of any adults in school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders and staff are taking steps to strengthen the provision for pupils with SEND. However, the teaching and wider strategies used to support pupils with SEND vary across the school.

This means that pupils with SEND experience more personalised support in some lessons compared to others. Leaders and staff should build on the work already achieved to ensure that appropriate teaching strategies to support pupils with SEND are consistently implemented and that key decisions and actions linked to SEND are revisited, refined and revised, providing a growing understanding of the needs of each pupil with SEND. ? Although infrequent, a very small minority of staff do not speak to pupils in an appropriately encouraging manner.

As a result, some pupils lose confidence in their abilities. In the past, when leaders have been aware that this is the case, they have taken appropriate action. Leaders should continue to ensure that all staff are crystal clear about the responsibility on them to always speak appropriately to all pupils, irrespective of ability, and take robust action where any staff fall below the expected standards of teacher-to-pupil communication.

• The behaviour policy is not always consistently applied. Behaviour is weaker in a small minority of classrooms, particularly where a substitute teacher is leading the lesson. Leaders should ensure that all staff and pupils have a clear understanding of their high expectations for the implementation of the behaviour policy, so that behaviour is consistently positive in all classes.