|Name||Batley Grammar School|
|Ofsted Inspection Rating||Good|
|Inspection Date||28 January 2015|
|Address||Carlinghow Hill, Batley, West Yorkshire, WF17 0AD|
|Number of Pupils||892 (61% boys 39% girls)|
|Number of Pupils per Teacher||17.4|
|Academy Sponsor||Batley Multi Academy Trust|
|Percentage Free School Meals||20.9%|
|Percentage English is Not First Language||33.7%|
|Pupils with SEN Support||6.8%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Batley Grammar School is smaller than the average sized school. The number of pupils on roll, although increased since the previous inspection, in the primary and secondary phases is smaller than for the equivalent school nationally. The sixth-form is very small and a public consultation regarding its future closed in December 2014. As a result, the sixth-form will close in 2016 with no further admissions accepted from September 2015. The school was judged to require improvement at the time of its last inspection. It received a visit from one of Her Majesty’s Inspectors in April 2013 and was judged to be taking effective action to tackle the areas requiring improvement. Almost three-quarters of pupils are from minority ethnic groups. This is very high compared with the national average. The proportion of disadvantaged pupils (those eligible for support through the pupil premium) is low compared to the national average. The pupil premium is additional government funding to support those pupils known to be eligible for free school meals and those children looked after by the local authority. The proportion of disabled pupils and those with special educational needs is low compared to the national average. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress at the end of Year 6 and Year 11 in English and mathematics. At the time of the inspection, there are no pupils accessing alternative provision. No students in Year 11 were entered early for GCSE examinations in 2014. Full-time early years provision caters for reception-aged children only. Several staff have been appointed since the previous inspection to cater for the increase in pupil numbers. Other staff have left which means that the turnover for both teaching and support staff is high.
Summary of key findings for parents and pupils
This is a good school. From average starting points, pupils make good progress and reach standards higher than those seen nationally in English and mathematics. The gaps in attainment and progress between disadvantaged pupils and their peers have closed significantly. Pupils benefit from good teaching, particularly in the primary phase, that is well tailored to the needs of different ability groups. Teaching is less well tailored in the secondary phase. The headteacher is relentless in her push for improvement throughout the school. She has a clear vision for the school and uses information from a variety of sources in order to provide the best for all pupils. High expectations secure pupils’ good behaviour, safety and their positive attitudes to school. Attendance has improved since the previous inspection and pupils move around sensibly and arrive to lessons punctually. Arrangements to keep pupils safe are strong. Senior leaders and governors are well trained in safeguarding procedures and ensure that any inappropriate language is dealt with effectively. Senior and faculty leaders, together with governors, have successfully implemented and embedded a number of changes in a short time. These are contributing to improved teaching and raising achievement in a number of subjects. It is not yet an outstanding school because : The effectiveness of the provision in the early years requires improvement. Children in the early years do not make as much progress as they should. Activities to promote their vocabulary and number understanding are underdeveloped and do not ensure they make sufficient progress in these important areas. The most able pupils, in the secondary phase particularly, do not always make rapid progress because some teaching is not tailored sufficiently to meet their needs. The effectiveness of the provision in the sixth form requires improvement. Students do not achieve well enough in the sixth form from their mixed starting points because : previous systems to track their progress and to provide appropriate support have not been rigorous enough.