Setting

Liz Garman Headteacher The Grange School Redvers Road Christchurch Dorset BH23 3AY

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Additional, remote monitoring inspection of The Grange School

Following my remote inspection with Heather Barraclough, Her Majesty's Inspector (HMI), of your school on 3 and 4 February 2021, I write on behalf of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills to confirm the findings. Thank you for the help you gave during the inspection and for the time you made available to discuss the actions that have been taken to provide education to all pupils during the current circumstances.

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Additional, remote monitoring inspection of The Grange School

This monitoring inspection was conducted under section 8 (2) of the Education Act 2005 (as amended) and in accordance with Ofsted's published procedures for visiting schools while routine inspections remain temporarily suspended. It was additional to the usual monitoring process for schools that are judged to have serious weaknesses.

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Additional, remote monitoring inspection of The Grange School

Following changes to government guidance and the imposition of COVID-19 (coronavirus) lockdown restrictions, this monitoring inspection was carried out remotely. As such, the range of evidence available to inspectors was narrower than would normally be the case during an on-site inspection. As a result, this letter provides a more limited level of assurance than our usual monitoring reports.

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Additional, remote monitoring inspection of The Grange School

The inspection took place because the school was judged to have serious weaknesses at its previous section 5 inspection. The school’s most recent section 5 inspection took place in March 2018.

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Additional, remote monitoring inspection of The Grange School

Having considered all the evidence and taking into account the impact of COVID-19 on the school, I am of the opinion that at this time:

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Leaders and those responsible for governance are taking effective action

to provide education in the current circumstances. Ofsted

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Leaders and those responsible for governance are taking effective action

Store Street Manchester M1 2WD T 0300 123 1231 www.gov.uk/ofsted

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Context

 There have been no departures or appointments of key staff since the last monitoring inspection in November 2019.

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Context

 Across the autumn term 2020, a small number of pupils in Year 11 experienced remote education.

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Context

 At the time of this inspection, five out of six pupils are being educated at home. Three out of four vulnerable pupils and those with special educational needs and/or disabilities (SEND) are attending on site.

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Context

 Currently, two teaching assistants and one teacher are shielding. Three teachers are absent due to COVID-19. There are two cover supervisors who support any pupils affected by this.

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Main findings

 You have made sure that pupils receive the same learning when in school and at home. Leaders have secured devices, such as laptops, for every pupil. As a result, pupils can access education within the current circumstances.

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Main findings

 When schools partially closed on 23 March 2020, you were in the middle of redeveloping the curriculum. Some of these plans halted because of COVID- 19. However, your subject leaders have been working effectively with those at Twynham School. Both schools intend to have a joint revised curriculum ready for September 2021.

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Main findings

 You have adapted the curriculum in practical subjects. Sometimes, teachers provide demonstrations remotely for pupils to follow. This happens in science and food technology. In art, practical work continues. Pupils use materials that are more suitable for working at home. The order in which learning takes place has changed occasionally to suit remote learning.

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Main findings

 Reading is a priority in the school. At the moment, teachers read to pupils during tutor times. Pupils and teachers enjoy this experience. For pupils who struggle with reading, there are phonics and literacy interventions. You have noticed that online learning has affected pupils’ ability to write for a sustained period. You are addressing this by encouraging more physical writing across the subjects and year groups.

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Main findings

 Pupils in Year 11 receive extra support called ‘Raise your Game’. This is to maintain their motivation. Teachers provide pupils and parents with guidance on work routines and ways to prepare for life post 16.

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Main findings

 There is an established and experienced team of staff who support disadvantaged and vulnerable pupils. You have encouraged these pupils to attend school whenever possible and the majority do so. Communication with families is regular and personalised. This is much appreciated by parents. The welfare systems in place are of a high standard.

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Main findings

 The special educational needs coordinator works alongside teachers continuously. She is painstaking in her approach to each pupil with SEND. She is tenacious in ensuring that teaching matches pupils’ needs.

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Main findings

 The chief executive officer and the director of standards in the multi-academy trust (MAT) work closely with you and your leadership team. This provides you with strong support and challenge. The leadership team receives valuable training on accountability.

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Main findings

 The work on curriculum, with Twynham School, is providing the capacity to improve more quickly. The remote learning offer, developed with Twynham School, is well structured and provides experiences consistent with those in school. The strong links between subjects and teachers are aiding professional development.

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Evidence

This inspection was conducted remotely. Inspectors held meetings with the headteacher, other senior leaders, staff, the MAT chief executive officer, the MAT director of standards, a trustee and the chair of governors to discuss leaders’ actions to provide education to all pupils during a national lockdown.

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Evidence

Inspectors looked at subject plans and leadership documents. They watched video recordings of teachers reading to pupils, and teachers introducing and developing learning to pupils working remotely.

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Evidence

I am copying this letter to the chair of the board of trustees and the chief executive officer of the Twynham Learning multi-academy trust, the regional schools commissioner and the director of children’s services for Bournemouth, Christchurch and Poole. This letter will be published on the Ofsted website.

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