Steyning Grammar School

Highlights from Latest Inspection

What is it like to attend this school?

Leaders are determined to ensure that all pupils benefit from their time in this very large school.

They have ensured that the curriculum is designed and delivered well. Pupils gain the knowledge and skills that they need to be successful in a broad range of subjects. The taught curriculum is supplemented by over 60 clubs and other opportunities that extend pupils' learning.

Many pupils, including those who are disadvantaged, take part in these activities. Most pupils enjoy their learning and show application and effort in lessons. Many have positive relationships with staff and appreciate the support and encouragement that they receive.

Leaders have high exp...ectations of pupils' behaviour. The systems for managing behaviour are understood by pupils and staff. Despite this, the behaviour of a minority of pupils often falls short of the school's expectations.

Lessons are sometimes disrupted and there are examples of antisocial behaviour outside of lessons. Most pupils say that they feel safe in school. But some pupils in key stage 4 feel less comfortable during lunchtimes and breaktimes.

Some pupils express concerns about bullying and sexual harassment. Pupils know who to speak to in school if they need support with these issues. However, they sometimes choose not to and, instead, accept that unkind behaviour continues.

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

Leaders are right to prioritise raising expectations for pupils' behaviour. In many lessons and around the school, pupils conduct themselves well and are respectful. However, a significant minority of parents and pupils are concerned about behaviour.

This is particularly the case in key stage 4. The school's policy and routines for managing behaviour are not always applied consistently. Low-level disruption in lessons is sometimes not dealt with effectively.

Some pupils do not follow instructions from staff when moving around the school. Leaders are tackling these issues and are trying to change the culture in the school. However, their actions have not yet had enough impact.

Leaders have ensured that the curriculum is broad and ambitious for all pupils, including pupils with special educational needs and/or disabilities (SEND). The wide range of subjects available from Year 7 to Year 13, and the high-quality careers advice and guidance, prepare pupils well for their next steps in education. Curriculum leaders work with subject specialists from the multi-academy trust.

Together, they have thought carefully about what pupils need to learn and they check that they have learned it. Pupils' learning is deepened through a range of educational visits and enrichment activities in each subject.The curriculum is delivered well in most subjects, particularly in the sixth form.

Staff have good subject knowledge. They understand the needs of pupils, including those with SEND. Teachers adapt learning when appropriate.

Mobile technology is used widely to help pupils access the curriculum and learn independently. Leaders have prioritised improving pupils' literacy skills. There is a sharp focus on ensuring that pupils who struggle to read confidently and competently are identified and provided with the rapid support that they need to improve.

Some pupils are missing out on education because they do not attend regularly enough. Of these pupils, a number are disadvantaged. These pupils do not achieve as well as their peers.

The school is working with families and outside agencies to support pupils to attend school more regularly. This has led to improvements for individual pupils, although absence rates for some disadvantaged pupils remain high.The personal, social, health and economic (PSHE) education programme is now well planned and delivered.

This includes in the sixth form. The PSHE programme includes how to form healthy relationships, online safety and British values. Leaders ensure that the curriculum is responsive to local issues and does not shy away from tackling sensitive subjects, such as consent.

The extensive programme of extra-curricular activities builds pupils' character and allows them to pursue their own interests. High numbers of pupils participate in Duke of Edinburgh's Award schemes. Sixth-form students make a valuable contribution to the school.

They organise fundraising events for charities, such as the 'jail break' day across West Sussex and Brighton. Student ambassadors help out around the school and support younger pupils in lessons.The school has been through a period of instability and transition.

Trustees, leaders and most staff share in the clear vision and sense of direction that now exist. The trust is providing school leaders and the new local governing body with much-needed support. The impact of the COVID-19 pandemic and the size of the school have meant that some improvements have not yet had their full impact.

Parents' and carers' perceptions of the school are mixed. Some parents, particularly of pupils who are boarders, are highly appreciative of how the school provides for their children. Others are less convinced, particularly regarding the school's approach to managing pupils' behaviour and dealing with their concerns.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have put in place strong procedures to ensure that vulnerable pupils are identified and supported. The appointment of new senior leaders has ensured that any concerns are followed up quickly on each of the school's four sites.

In addition, a specialist early help worker has been employed to work on site with specific vulnerable pupils.

Leaders provide staff with high-quality training and guidance so they know exactly what to do if they have concerns about pupils or members of staff. The strengthened PSHE curriculum provides pupils with the knowledge to assess risk and keep themselves safe, including when online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• A minority of pupils do not behave consistently well in lessons or in social times. This is particularly the case in key stage 4 and, as a result, some pupils feel unsafe. Leaders must raise expectations of pupils' behaviour further and ensure a more consistent response from staff to poor behaviour and bullying across the school.

• Too many pupils, in particular those who are disadvantaged, do not attend school regularly enough. This means that these pupils do not benefit from the good quality of education that the school provides. Leaders must continue determinedly with their work to raise these pupils' attendance.

• A significant minority of parents who responded to the Ofsted Parent View survey lack confidence in the school. Some feel that the school leaders do not respond to concerns in a timely and effective manner. Leaders should ensure they develop strong channels of communication with parents to allow them to work together effectively.