Watford Grammar School for Boys

Inspection of Watford Grammar School for Boys Rickmansworth Road, Watford, Hertfordshire WD18 7JF

p.1

Inspection dates: 13 and 14 October 2021

p.1

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Sixth-form provision Outstanding Previous inspection grade Not previously inspected

p.1

Overall effectiveness Outstanding

Ofsted has not previously inspected Watford Grammar School for Boys under section 5 of the Education Act 2005. However, Ofsted previously judged Watford Grammar School for Boys to be outstanding before it opened as Watford Grammar School for Boys as a result of conversion to academy status. 13 and 14 October 2021

p.1

What is it like to attend this school?

This is a school where pupils excel. It is a remarkably friendly and welcoming school. Pupils are enthusiastic learners. They value how teachers are highly ambitious for them. Pupils rise to the challenges their teachers set them and produce high-quality work. They thrive in the nurturing culture that staff have created. Their excellent attitudes enable them to make the most of the school’s exceptional facilities and opportunities on offer. Pupils are proud of their school and their achievements.

p.2

What is it like to attend this school?

Pupils’ behaviour is superb. Classrooms and corridors are calm. Pupils are polite and demonstrate exemplary manners. They say that they do not worry about bullying as adults will help if others are unkind to them. Pupils who find it harder to manage their feelings, or who struggle with their work, get effective support.

p.2

What is it like to attend this school?

Pupils love the wide range of exciting visits, visitors and clubs provided for them. Pupils excel in sport and music. There are numerous opportunities for pupils to explore new interests and build self-confidence and resilience.

p.2

What is it like to attend this school?

By the time pupils leave school, they are exceedingly well prepared for adult life.

p.2

better?

Leaders, including governors, provide inspirational leadership. There is a relentless determination to ensure that all pupils achieve the best they can. Staff are overwhelmingly positive about the school’s leadership and enjoy working at the school. They value the extensive training and developmental opportunities provided.

p.2

better?

The school provides an exceptional quality of education for its pupils. Subject leaders and teachers have expert subject knowledge. Teachers use the latest educational research to inform their planning. Teachers use these plans to teach lessons that build on pupils’ prior learning. The curriculum is purposeful and ambitious. Pupils develop deep insights into their subjects through discussion and debate. They delight in this challenge. Teachers make regular checks on how well pupils are doing. They spot misconceptions quickly and give pupils good advice on how to deepen their understanding.

p.2

better?

The curriculum meets the needs of pupils with special educational needs and/or disabilities (SEND). Pupils with SEND are well supported so that they are fully involved in school life. Staff make expert use of information in pupils’ education, health and care plans to decide the best way for each pupil to learn. Pupils with SEND, and disadvantaged pupils, progress exceptionally well in the curriculum.

p.2

better?

In the sixth form, leaders have high expectations of students. Most of them go on to the university of their choice. The curriculum meets the needs of all students extremely well. Students are provided with a wide range of enrichment activities beyond academic study. Students lead their own clubs and societies. Students are 13 and 14 October 2021

p.2

3

extremely positive about their education and they say that they are very well supported in the sixth form.

p.3

3

Pupils have a great thirst for learning. Pupils’ behaviour is excellent. Expectations of pupils are clear and consistent. Pupils show respect to their friends, teachers and visitors. They approach all aspects of life with high levels of maturity. Pupils have respectful relationships with staff. These contribute strongly to pupils’ highly positive attitudes to learning.

p.3

3

Leaders prioritise pupils’ well-being. Excellent pastoral care is well established. Pastoral leaders and tutors get to know pupils well and monitor closely how well they are doing. This ensures that pupils attend regularly, behave well and know whom to talk to if they have any concerns. Pupils’ personal development is promoted well through an extensive programme focusing on their personal, social, health and economic (PSHE) education, and on their well-being. They understand deeply why it is important to treat everyone equally. All secure their next steps.

p.3

3

The school offers a multitude of extra-curricular opportunities. Debating, chess, mathematics competitions, competitive sport and music are areas in which the school enjoys a national reputation. Leaders organise many educational visits and activities that enhance the curriculum.

p.3

3

Students receive high-quality, impartial advice about careers and future study. The vast majority are inspired and motivated to fulfil their potential. Some pupils go on to sixth-form college to study appropriate courses they are interested in. The overwhelming majority who study in the sixth form go on to study at highly respected universities. The school meets the requirements of the Baker Clause, which requires schools to provide pupils in Years 8 to 13 with information about approved technical education qualifications and apprenticeships.

p.3

3

Governors, who are also trustees, bring a range of essential qualities and experiences to their role. They carry out their statutory duties diligently. To illustrate, governors are tenacious in their analysis of the school’s progress. They use this information to hold leaders to account.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is a strong culture of safeguarding. Leaders make the necessary checks when appointing new staff. Leaders make sure that the well-being of every pupil is of the highest importance. Staff are diligent when it comes to their safeguarding responsibilities. All incidents are recorded systematically. Any concerns about pupils’ safety or welfare are swiftly reported and promptly followed up by the safeguarding team. They work efficiently with external professionals to make sure that pupils get the help they need. 13 and 14 October 2021

p.3

How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

p.4

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

p.4

How can I feed back my views?

If you are the school and you are not happy with the inspection or the report, you can complain to Ofsted .

p.4

Further information

You can search for published performance information about the school.

p.4

Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 13 and 14 October 2021

p.4

provision

Number of pupils on the school roll 1520

p.5

Information about this school

 Watford Grammar School for Boys converted to become an academy on 1 September 2010. When its predecessor school, known by the same name, was last inspected by Ofsted in 2006, it was judged to be outstanding.  There have been changes of staff and governors, including a new headteacher and a new chair of the governing body, since the previous inspection.  The school uses Chessbrook Education Support Centre, based at Tolpits Lane, Watford, Hertfordshire WD18 6LJ, as alternative provision for a small number of pupils. 13 and 14 October 2021

p.5

Information about this inspection

The inspectors carried out this inspection under section 5 of the Education Act 2005.

p.6

Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with school leaders and have taken that into account in their evaluation.  Inspectors met with the headteacher, other senior leaders, subject leaders and other school staff.  The lead inspector met with a group of trustees, including the chair of the board of trustees. The lead inspector also spoke to a representative from the local authority by telephone.  Inspectors carried out deep dives in these subjects: English, mathematics, science, physical education, geography and PSHE. For each of these subjects, inspectors met with subject leaders, visited lessons, talked to staff, looked at samples of pupils’ work and met with pupils to discuss their experience of learning. Inspectors also talked to pupils informally about the school.  Inspectors reviewed documents relating to safeguarding. They met with the

p.6

Information about this inspection

leader responsible for safeguarding, and spoke to pupils, staff and governors about safeguarding matters.  Inspectors observed pupils at social times, at lunchtime and at breaktime.  Inspectors also took account of the 141 responses to the Ofsted Parent View survey, and 131 additional free-text responses. Inspectors considered the views of 87 members of staff who responded to Ofsted’s survey for staff. Inspectors took into account the views of 530 responses to Ofsted’s pupil survey.

p.6

Inspection team

Stefanie Lipinski-Barltrop, lead inspector Her Majesty’s Inspector

p.6

Inspection team

John Mitcheson Her Majesty’s Inspector 13 and 14 October 2021

p.6

7

regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7