Graham School

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About Graham School

Name Graham School
Ofsted Inspections
Miss Emma Robins
Address Woodlands Drive, Scarborough, YO12 6QW
Phone Number 01723366451
Phase Academy
Type Academy sponsor led
Age Range 11-16
Religious Character Does not apply
Gender Mixed
Number of Pupils 1006
Local Authority North Yorkshire
Highlights from Latest Inspection

What is it like to attend this school?

Graham School is on an improvement journey. Many aspects of the school's work show improvements. Some improvements are clearer than others.

Leaders are getting on with ensuring that the quality of education that pupils receive is high quality. Curriculum maps show that this is heading in the right direction. Leaders have raised expectations for how pupils conduct themselves.

There are signs that most pupils can follow appropriate behaviour routines.

Most pupils behave well in lessons. However, in corridors and outside spaces a small number of pupils are disruptive.

The number of placements in seclusion is high. It has not reduced over time. There are... small improvements in attendance, but too many pupils do not attend school regularly.

This limits their learning. Most pupils feel safe in school. They say that bullying can happen, but staff generally sort it out.

The school has an on-site provision called The Hub. It is for pupils who struggle in mainstream lessons. Pupils are taught in well-equipped modern facilities.

They follow an adapted curriculum that meets their needs well. Pupils are well supported to build social skills and improve their resilience. When they are ready, pupils return to regular lessons with targeted support.

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

Pupils experience an inconsistent curriculum. For example, in science, the curriculum is clearly thought out and well delivered. In other subjects, such as English and history, the curriculum is less well embedded.

These subjects have well-thought-out curriculum maps, but their implementation is variable. Pupils' subject knowledge is uneven. Too frequently, they cannot remember what they have learned.

Leaders prioritise reading. They see reading as everybody's business. They have developed a carefully considered approach to encourage reading across the school.

It is well designed to meet the interests and abilities of all pupils. Pupils who need help to develop their reading skills are well supported. They receive personal intervention to build their phonic knowledge and comprehension.

The progress of pupils with special educational needs and/or disabilities (SEND) is closely monitored. Leaders for SEND ensure staff are fully informed about the individual needs of pupils across the school. This allows staff to provide focused support in lessons.

Pupils with SEND generally do well as a result. They value the support they receive.

There is a contrasting picture of pupils' behaviour.

In lessons, pupils are generally much more settled. Typically, there is little low-level disruption. Most pupils fully engage in learning.

In corridors and outside spaces, this is not consistently the case, and a small number of pupils' behaviour is not appropriate. It can be loud and disruptive. Some behaviour is boisterous during social times.

A small number of pupils race about and engage in rough play. Pupils who spoke to inspectors said that this behaviour is the norm.

Pupils attend seclusion if their behaviour does not meet leaders' expectations.

While in seclusion, they access elements of the lessons they are missing. Pupils generally understand the reasons for their placement. However, the use of seclusion has increased over time.

The number of placements is notably high. Pupils' behaviour around school requires improvement. Similarly, leaders recognise that their attendance strategies are not yet effective.

Though there are small improvements in pupils' attendance, improvement is too slow.

Leaders ensure there are ample opportunities for pupils' broader development. Pupils follow a well-structured personal development curriculum that has evolved over time.

It includes coastal safety and developing an understanding of people who are different in the local community. Leaders ensure that pupils' careers guidance is thorough. Pupils are well supported about the opportunities available to them.

This includes pupils with SEND, who receive extra guidance. Most pupils move on to positive destinations when they leave school.

Governors and trustees recognise that the school is improving.

Many improvements are still to be realised. Governors and trustees have an optimistic view of the school. They have ambition to get the best out of the school and pupils.

Most staff say that leaders thoughtfully consider their workload and well-being. Early career teachers feel well supported by leaders. They receive regular mentoring.


The arrangements for safeguarding are effective.

Recruitment checks on adults before their employment are thorough. Leaders continually seek ways to further develop their practice to keep pupils safe.

Staff know what to do if they have worries about the conduct of another member of staff. They understand whistle-blowing procedures and feel confident to report any information.

Staff recognise the importance of supporting the welfare and safety of pupils.

They access training to help them know what to do and how to act in the best interests of pupils. This ensures their knowledge and understanding are kept up to date effectively. Leaders make appropriate safeguarding referrals to external agencies.

This ensures pupils receive swift targeted support.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have redeveloped the curriculum. The implementation of the new curriculum is inconsistent.

In some subjects, the curriculum is clearly thought out and well delivered, while in other subjects, the curriculum is less well embedded. Leaders should ensure that all subjects are consistently well implemented across the curriculum. ? Pupils' recall of subject knowledge is inconsistent.

This means they frequently cannot remember what they have learned. Leaders should ensure appropriate strategies are in place to ensure pupils know more and remember more. ? Some pupils' behaviour is not appropriate.

The environment around school is not always calm and orderly. Leaders should further develop their systems and approaches to limit negative behaviour around school. ? Leaders' actions to improve pupils' attendance show small improvements.

However, too many pupils do not attend school regularly. This limits pupils' learning because they miss valuable lesson time. Leaders should further develop their attendance strategies to ensure pupils attend school regularly.

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