Graham School

Inspection of Graham School Woodlands Drive, Scarborough YO12 6QW

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Good Leadership and management Requires improvement

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Overall effectiveness Requires improvement

Previous inspection grade Not previously inspected under section 5 of the Education Act 2005 27 and 28 June 2023

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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.

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What is it like to attend this school?

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.

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What is it like to attend this school?

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.

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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.

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better?

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.

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better?

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.

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better?

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 27 and 28 June 2023

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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.

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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.

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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.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

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.

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Safeguarding

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.

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(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 27 and 28 June 2023

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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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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.

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How can I feed back my views?

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

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Further information

You can search for published performance information about the school.

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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. 27 and 28 June 2023

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School details

Date of previous inspection 20 July 2021, under section 8 of the Education Act 2005

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Information about this school

 The school is part of the Hope Sentamu Learning Trust.  The school has an additional provision on site called The Hub. The provision has been developed to support pupils who struggle to manage their behaviour in the school’s mainstream lessons.  The school uses one registered alternative provision provider.  The school measures itself against the Gatsby benchmarks to ensure pupils receive high-quality careers advice.  The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 7 to 11 with information and engagement about approved technical education qualifications and apprenticeships.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. 27 and 28 June 2023

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 This was the second routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed any continued impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors met with the principal, members of the senior leadership team, subject leaders, teachers, early career teachers and support staff.  The lead inspector met with members of the board of trustees and governing body in an on-screen meeting. An inspector met with local authority education representatives in an on-screen meeting.  Inspectors carried out deep dives in these subjects: English, science, history and art. 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. The provision for teaching reading was also scrutinised.

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 An inspector met with the school’s designated safeguarding lead. The inspector reviewed the school’s safeguarding records, relevant policies and other safeguarding documentation. The inspector reviewed the processes that leaders use to identify and help pupils who need support. In addition, the lead inspector scrutinised the school’s records of checks carried out on adults who work at the school.  An inspector observed pupils reading to a familiar adult.  Inspectors reviewed a range of school documents, including the school’s self- evaluation and development plans.  Inspectors considered the responses to Ofsted’s surveys for pupils, staff and parents. This included any free-text responses.

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Inspection team

David Mills, lead inspector His Majesty’s Inspector

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Inspection team

Julian Appleyard Ofsted Inspector 27 and 28 June 2023

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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.

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