|Name||Beverley Grammar School|
|Ofsted Inspection Rating||Good|
|Inspection Date||15 April 2015|
|Address||Queensgate, Beverley, HU17 8NF|
|Number of Pupils||811 (100% boys)|
|Number of Pupils per Teacher||21.2|
|Academy Sponsor||Beverley Grammar School|
|Local Authority||East Riding of Yorkshire|
|Percentage Free School Meals||7.9%|
|Percentage English is Not First Language||1.4%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
Providing for boys, the school is smaller than the average-sized secondary school. The proportion of disadvantaged students, those eligible for the pupil premium is well below average. The pupil premium is additional funding for those students who are known to be eligible for free school meals and those who are looked after by the local authority. Almost all students are White British. The vast majority of students speak English as their first language. The proportion of disabled pupils and those who have special educational needs is below average. There is one alternative provider used by the school for very few students; it is East Riding College. The sixth form is part of a joint sixth form with Beverley High School. The school works in partnership with outstanding schools such as Hunger Hill in Doncaster, Harrogate Grammar School and the Ebor Teaching School Alliance in York. The school meets the government’s current floor standards, which are the minimum expectations for students’ attainment and progress in English and mathematics by the end of Year 11. There have been significant changes in staffing and leadership since the previous inspection. The current headteacher took up the role of acting headteacher in April 2014 and her position was confirmed on 1 September 2014 for one year only. A new headteacher has been appointed from 1 September 2015.
Summary of key findings for parents and pupils
This is a good school. As a result of good and sometimes outstanding teaching, students make good progress across a wide range of subjects. They make good progress in English and outstanding progress in mathematics. From starting points that are well above average, the proportion of students gaining five or more GCSE passes at grades A*-C, including English and mathematics, is high. The most able students make outstanding progress. The quality of teaching is good, as clear explanations, good questioning and regular checking of students’ work help them make good progress. Students behave well. They say they feel safe and are cared for well. Students have positive attitudes to learning and make a good contribution to the progress they are making. Students’ personal development is promoted well throughout the curriculum. There are many opportunities for them to take part in sporting and cultural activities as well as learning about democracy and the law in Britain. Senior leaders and governors have an accurate view of the school’s performance. They have taken decisive action to ensure that the quality of teaching and achievement are good and the school is improving. It is not yet an outstanding school because : The effectiveness of the sixth form requires improvement as achievement has not been consistently good in all subjects. Achievement in a small number of subjects at the end of Key Stage 4 has not been good over time as teaching has required improvement in these subjects. Occasionally, expectations of students of average and below average ability are not high enough and these students do not always make the same rapid progress as the most able. School plans for improvement are not always sharply focused on the impact that actions are intended to have on improving teaching and achievement.