Weald of Kent Grammar School

Inspection of Weald of Kent Grammar School Tudeley Lane, Tonbridge, Kent TN9 2JP

p.1

Overall effectiveness Requires improvement

The quality of education Good Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Sixth-form provision Good

p.1

Overall effectiveness Requires improvement

Previous inspection grade Not previously inspected under section 5 of the Education Act 2005 26 and 27 April 2022

p.1

What is it like to attend this school?

Pupils are encouraged to work hard and aim for personal success. They know that their teachers want them to do well, and most pupils feel supported in meeting these expectations. Pupils achieve well and study a broad range of subjects with a strong focus on academic excellence.

p.2

What is it like to attend this school?

Pupils learn about British values and the importance of diversity and equality. They are encouraged to listen to each other and form points of view about important issues. Although there are some opportunities in the school for pupils to take on leadership roles, these are limited in scope. Some pupils would like greater opportunities to have their voices heard on issues that are important to them.

p.2

What is it like to attend this school?

While most pupils feel safe at school, a significant number are concerned about bullying. Many pupils do not feel able to talk to adults in school about their worries. Some pupils are also reluctant to talk to adults about their mental health and well- being and this prevents them from asking for help when they need it. When pupils do speak to adults in school about these issues, they receive effective support.

p.2

better?

Pupils typically behave well at this school. They join in with learning and show enthusiasm in lessons. However, not all teachers are consistent in managing pupils’ behaviour. Some are uncertain about how to apply the school’s behaviour policy and would like clearer guidance and training. Pupils sometimes feel confused about teachers’ expectations of them, particularly at social times and between lessons.

p.2

better?

Leaders’ approach to tackling bullying is not sufficiently strategic or urgent. This has damaged the confidence of many pupils in the effectiveness of the school’s leadership. Some pupils are reluctant to express their concerns about bullying because they do not think that these will be listened to or acted on.

p.2

better?

Pupils learn well at the school. Leaders have developed a broad and ambitious curriculum. They have high expectations of what all pupils can achieve, including those pupils with special educational needs and/or disabilities. Teachers have expert knowledge of the subjects they teach and use this to challenge pupils. At times, teachers do not check that pupils have understood what has been taught before moving on. This results in some pupils developing gaps in their learning. This is also the case in the sixth form. Leaders rightly recognise this inconsistency and have identified it as a focus in training.

p.2

better?

Leaders have made the development of pupils’ literacy a priority. Pupils talk enthusiastically about books they are reading either in class or at home. Teachers focus on new vocabulary as part of lessons. Leaders have created opportunities for pupils to develop their debating skills. This work has been recently introduced and is beginning to have a positive impact on pupils’ confidence to express their points of view. 26 and 27 April 2022

p.2

3

Leaders have set about developing a programme of personal, social, health and economic (PSHE) education that is engaging and relevant to pupils. Pupils are interested and inspired by some of the newly introduced topics that they have studied very recently. However, over time, pupils’ PSHE education lessons have not given them the confidence to apply their learning to their everyday lives. These lessons have not helped to create a culture where pupils feel confident to discuss things that are worrying them with adults in school. Students in the sixth form are much more positive about the impact and relevance of their PSHE education lessons.

p.3

3

Pupils receive appropriate advice about careers and next steps. While leaders ensure that this includes the full range of options, some pupils would like a greater focus on vocational routes, including apprenticeships. Students in the sixth form appreciate the support they receive with university applications. Some students would like information about a wide range of careers to be more easily available.

p.3

3

The range of extra-curricular activities available does not currently reflect the breadth of pupils’ interests. Leaders recognise that the extra-curricular offer needs to be broader and are in the process of introducing new opportunities across the school’s two sites.

p.3

3

Leaders have thought carefully about the training programme for staff so that it reflects the school’s priorities and the needs of individual staff. Teachers who are early in their career feel well supported. Some staff do not feel that leaders take their workload into account when making decisions.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Leaders have ensured that all staff receive regular and up-to-date safeguarding training. When staff have concerns about a pupil’s well-being, they follow the school procedures by logging these promptly. Senior leaders and pastoral staff follow up on any issues identified quickly and effectively. Referrals to external agencies are made when appropriate. The necessary pre-employment checks are carried out on new staff and accurate records kept. Trustees understand their duties with regard to safeguarding and ensure that the school’s procedures are effective.

p.3

(Information for the school and appropriate authority)

 A significant proportion of pupils do not feel comfortable in talking to adults in school about bullying. This has resulted in pupils’ concerns about bullying going unnoticed by leaders. Leaders must address this aspect of the school’s culture and create an environment in which pupils feel confident to come forward and talk to adults in school if they are worried. Trustees should check that leaders’ actions are effective in securing this change. 26 and 27 April 2022

p.3

4

 Some staff are not consistent in applying the school’s behaviour policy. This has resulted in some pupils feeling unfairly treated. Leaders must ensure that expectations of pupils and staff are clearly understood by all and that training is provided where necessary to support this.  Sometimes, teachers move on to new learning before pupils have understood what is being taught. When this happens, some pupils are left behind because they cannot access what comes next. Leaders have identified this as a focus area for staff training and should continue to make sure that this practice becomes consistent.

p.4

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. 26 and 27 April 2022

p.4

School details

Inspection number 10199404 Type of school Grammar (selective)

p.5

provision

Number of pupils on the school roll 1,923

p.5

sixth form

Date of previous inspection Not previously inspected

p.5

Information about this school

 Weald of Kent Grammar School converted to become an academy in February 2011. When its predecessor school of the same name was last inspected by Ofsted in April 2007, it was judged to be outstanding overall.  This school operates as a single-academy trust split across two sites: one in Sevenoaks and one in Tonbridge.  The school makes use of two registered alternative providers.  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.5

Information about this inspection

The inspectors carried out this inspection under section 5 of the Education Act 2005. 26 and 27 April 2022

p.5

6

 This was the first routine inspection the school had received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders, and have taken that into account in their evaluation of the school.  Inspectors carried out deep dives in these subjects: English, mathematics, science, geography, physical education and languages. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also spoke to leaders about the curriculum in some other subjects.  Inspectors spoke with members of the senior leadership team and trustees about their roles.  Inspectors judged the effectiveness of safeguarding by talking to leaders, looking at written records and holding meetings with teachers, pupils and staff.  Inspectors took into account the survey responses from pupils, parents and

p.6

6

carers, and staff. They conducted meetings with groups of pupils in all key stages.  Inspectors spoke to a range of teaching and non-teaching staff about aspects of their roles, including their workload and well-being. They also spoke to recently qualified teachers about the support and training they receive.

p.6

Inspection team

Chris Ellison, lead inspector Her Majesty’s Inspector

p.6

Inspection team

Sue Bzikot Ofsted Inspector 26 and 27 April 2022

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