|Name||The Grove School|
|Ofsted Inspection Rating||Requires improvement
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Address||Newcastle Road, Market Drayton, TF9 1HF|
|Religious Character||Does Not Apply|
|Number of Pupils||792 (47.5% boys 52.5% girls)|
|Number of Pupils per Teacher||13.0|
|Academy Sponsor||Marches Academy Trust|
|Percentage Free School Meals||14.6%|
|Percentage English is Not First Language||3.8%|
|Pupils with SEN Support||6%|
|Catchment Area Information Available||Yes|
|Last Distance Offered Information Available||No|
Highlights from Latest Full Inspection✝
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Information about this school
The school meets requirements on the publication of specified information on its website. The school is slightly smaller than an average-sized secondary school. In December 2014, it became part of the Market Drayton Learning Partnership, a cooperative trust with Market Drayton Junior School and Market Drayton Infant School. Each school retains its own governing body. The very large majority of pupils are White British. The proportion of pupils who have SEN and/or disabilities is below average. The proportion of pupils who are disadvantaged and receive support from the pupil premium is below average. In 2016, the school met the government’s floor standards, which set the minimum expectations for the attainment and progress of pupils by the end of Year 11. A small number of pupils have taken up full-time placements at the local authority’s Tuition, Medical and Behaviour Support Service. The headteacher took up her post in September 2014.
Summary of key findings for parents and pupils
This is a school that requires improvement Too many pupils are not making enough progress in a range of subjects. Overall attainment by the end of Year 11 is not sufficiently high. In a number of subjects, pupils do not perform as well as they could be expected to because : teaching is not consistently good. Leaders promote a culture of high expectations. However, this culture has not translated into good outcomes for pupils. Teachers do not make sufficient use of information they gather from pupils’ work to provide them with an appropriate level of challenge. Pupils are not sufficiently focused on their work. When teaching fails to capture their interest, some pupils are reluctant to engage in the learning activities and become distracted. The new faculty directors and their deputies have not yet had a sufficient impact in ensuring that the quality of teaching, learning and assessment is consistently good across their respective areas. Due to high staff turnover since the previous inspection and challenges recruiting good teachers, improvements in the school have slowed. The school has the following strengths The headteacher is not complacent and she implements necessary changes to develop the quality of teaching and learning. Her actions led to an improvement in outcomes in 2016. The headteacher has analysed the causes of the decline in outcomes in 2017 and is addressing them swiftly. Governors provide effective challenge and support. They are working closely with leaders to address the issues that affected the school’s performance last year. The 16 to 19 study programmes are good because learners continue to make good progress and enjoy their education. The sixth form is well led and the quality of teaching is good.