The Grange Academy

Highlights from Latest Inspection

What is it like to attend this school?

This is an inclusive and caring school. Leaders are ambitious for pupils.

They have a clear vision for school improvement. This is having a positive impact on the school. Leaders have high expectations of what pupils can achieve.

The school reinforces its high expectations when teaching pupils about the 'Grange Academy Way.' The school emphasises the values of 'knowledge, aspiration and respect' so that pupils understand clearly what is expected of them. This has led to improvements in behaviour and attitudes throughout the school.

The school promotes pupils' personal development as well as academic success. Pupils have a wide range of opportunities to enrich... their education. In the past, pupils have not achieved as well as they should have by the end of key stage 4.

Current pupils are benefiting from improvements in the quality of education. They remember and apply important knowledge, which prepares them well for their next steps in education, training, or employment.

The vast majority of pupils behave well.

Pupils value the support they receive from the school and feel safe. Incidents of poor behaviour have significantly reduced and are now infrequent. Pupils learn about the importance of respect and tolerance of other people.

As a result, pupils typically treat one another with kindness and respect.

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

Previous weaknesses in the delivery of the school's curriculum failed to prepare pupils well for their next stages in education, employment, or training. The school has identified and addressed these weaknesses.

Leaders across the trust collaborate effectively to ensure that the school's curriculum is regularly reviewed and updated. Staff now have high expectations of what pupils can achieve. Pupils are being better prepared for their future.

This is because they are able to retain the knowledge that they have learned. The school's published outcomes in national examinations do not yet reflect these improvements.

The trust has invested significantly in staffing.

Teachers are knowledgeable and receive the training required to teach their subjects well. Teachers use strong classroom routines to provide positive learning environments. Teachers present information clearly, breaking it down into manageable chunks.

There is a focus on the key concepts that pupils should remember. This includes in the sixth form, where students are taught to develop greater independence in their studies. Most teachers are skilled at checking pupils' understanding.

However, on occasion, when pupils' understanding is not checked carefully, gaps in pupils' knowledge are sometimes missed.

Pupils with special educational needs and/or disabilities (SEND) are supported well. The school ensures they can access its ambitious curriculum.

Staff use information about pupils with SEND consistently well to meet pupils' needs in the classroom. As a result, pupils with SEND achieve the same success as their classmates.

The school encourages pupils to develop a love of reading.

All pupils have opportunities to read well-chosen literature regularly. Leaders quickly identify those pupils who would benefit from additional support with reading, many of whom join the school during the school year. They put in place well-matched programmes of support to help pupils catch up.

Pupils behave and attend well. Most pupils follow the school's clearly defined expectations. The school is calm, and lessons are purposeful.

However, some pupils' attitudes to their education are not as positive. A small number of pupils struggle to demonstrate the high expectations the school has for them. They do not always persevere and give up when learning is challenging.

The school tracks pupils' attendance carefully. Attendance levels are high, including in the sixth form. A small number of pupils access some of their education at alternative provisions.

The school ensures that these placements are matched well to individual pupils' needs and aspirations.

The personal, social, health and economic education curriculum helps pupils to understand the world around them and to develop their character. The school has thought carefully about what it wants pupils to learn and when.

Pupils are encouraged to make healthy and safe choices for their physical and mental health.

Pupils are well prepared for life beyond school. Sixth-form students get practical guidance about topics such as student finance and healthy relationships.

Pupils receive high-quality guidance so they can make well-informed choices about their futures.

There is a wide variety of clubs, trips, and visits to support pupils' personal development. These develop pupils' interests in a range of areas, for example in sports, music, and drama.

The school and trust ensure that these opportunities are available to everyone.

Leaders identify what the school does well and what could be even better. Leaders seek feedback from parents and carers, which has supported the school's continued improvement.

Trustees offer valuable support and challenge. Staff are united in their ambition for pupils to aim high and fulfil their potential.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, teachers do not use assessment strategies sufficiently well to check and address pupils' misconceptions. This means that, at times, teachers do not identify the gaps in pupils' knowledge quickly enough. The school should ensure that all teachers have the skills they need to identify and address gaps in learning so that pupils build their learning securely over time.

Some pupils do not always demonstrate resilience in their learning. This means that they sometimes miss important learning. The school should ensure that all pupils learn how to study effectively so that they can consistently demonstrate resilience to setbacks and commitment to their learning.

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