Avanti Grange Secondary School

Inspection of Avanti Grange Secondary School Newland Avenue, Bishops Stortford, Hertfordshire CM23 2BD

p.1

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding

p.1

Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

p.1

The principal of this school is Rhys Jones. The school is part of the Avanti Trust, which means other people in the trust also have responsibility for running the school. The trust is run by a chief executive officer (CEO), Nitesh Gor OBE, and overseen by a board of trustees, chaired by Mike Younger. 7 and 8 May 2025

p.1

What is it like to attend this school?

This school is an exceptionally positive community. Pupils value each other, staff and the high-quality education they receive. Pupils live the ‘Avanti way’ by being compassionate, articulate and respectful ‘changemakers’. They learn these characteristics effectively through the school’s rich, ambitious curriculum. As one pupil noted, reflecting the view of many, ‘The school makes you the best person you could want to be.’

p.2

What is it like to attend this school?

Pupils behave impeccably and have excellent attitudes to learning. Staff teach pupils the importance of studying hard. Pupils benefit from engaging learning opportunities which spark their interests. Pupils relish the challenge of learning new ideas, safe in the knowledge that teachers will help them if they need it. Pupils successfully meet the very high expectations of achievement that the school has for them.

p.2

What is it like to attend this school?

The school’s strong emphasis on well-being means pupils access a range of high-quality support. Pupils value the help and guidance they get from staff to manage their mental health. This includes the strategies pupils learn from yoga and meditation.

p.2

What is it like to attend this school?

The school’s work to develop pupils beyond their academic studies is outstanding. A vast array of meticulously designed experiences beyond the classroom expertly develop pupils’ confidence and character and take them beyond their everyday lives. For example, pupils benefit from trips, leadership opportunities, charity work and clubs.

p.2

What does the school do well and what does it need to do better?

Since the school opened in 2022, it has carefully created a curriculum that not only builds pupils’ knowledge and understanding but prepares pupils incredibly well for their next steps and future study. The ambitious curriculum covers a range of academic subjects, which includes philosophy, ethics, religious education and yoga. In the specially resourced provision for pupils with special educational needs and/or disabilities (specially resourced provision), staff ably support pupils in accessing a curriculum suited to their needs and aspirations.

p.2

What does the school do well and what does it need to do better?

Each subject is carefully sequenced to enable pupils to build their knowledge and understanding as they progress through the school. Key foundational learning and vocabulary are reinforced through robust subject links. For instance, in art and design, pupils build on their literacy while learning important art knowledge.

p.2

What does the school do well and what does it need to do better?

Expert staff ensure the curriculum is taught well. Classrooms buzz with enthusiasm because teachers make learning purposeful and accessible. Checks on learning are a further strength of the school. These checks help staff quickly spot if pupils need extra support or encouragement to do well. As a result, pupils make excellent progress from their starting points.

p.2

What does the school do well and what does it need to do better?

Pupils meet a wide range of books and texts. Across the school, pupils enjoy reading individually or with their form through the ‘Avanti Grange Reads’ programme. Reading 7 and 8 May 2025

p.2

3

ability is not a barrier to learning as staff spot weaker readers and help them catch up with their peers.

p.3

3

The school accurately identifies the needs of pupils with special educational needs and/or disabilities (SEND). Staff use this information well to help these pupils make great strides with their learning. In addition, effective pastoral support and care enable pupils with SEND to thrive.

p.3

3

Clear, fair behaviour routines enable pupils to know exactly what is expected of them and when. In the very few instances of poor behaviour, teachers and pupils reflect on what went wrong, so it rarely happens again. These systems, combined with the school’s excellent approach to character development, mean lessons proceed without interruption. Pupils live up to the school’s very high expectations of behaviour, which creates a positive school community.

p.3

3

The success of the school can be linked to how the personal development programme is woven through school life. High-quality careers advice and guidance help to raise pupils’ aspirations. Personal, social, health and economic (PSHE) education lessons closely link to the philosophy, ethics and safeguarding curriculum. Pupils excel as they have the knowledge to confidently debate and discuss important issues and topics.

p.3

3

Parents, pupils and staff are highly supportive of the school’s values. Supported by the trust, high-quality training ensures that staff understand and implement the school’s vision, curriculum and systems well. While leaders share the school’s areas of excellence with others, they continually seek to further improve on the exceptional offer they already provide.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

How can I feed back my views?

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.3

How can I feed back my views?

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

p.3

Further information

You can search for published performance information about the school.

p.3

Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and 7 and 8 May 2025

p.3

4

pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 7 and 8 May 2025

p.4

School details

Website https://avanti.org.uk/avantigrange/

p.5

School details

Dates of previous inspection Not previously inspected under section 5 of the Education Act 2005.

p.5

Information about this school

 The school is part of the Avanti Trust and opened in September 2022.  This is the school’s first inspection.  The school operated on a temporary site prior to moving to its current building in September 2023.  While the school is a registered 11 to 18 provision, it currently has pupils in Years 7 to 9.  The school has a specially resourced provision for up to 12 pupils with autism and speech, language and communication needs.  The school does not use any alternative provision.  The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Year 8 to 13 with information and engagement about approved technical qualifications and apprenticeships. 7 and 8 May 2025

p.5

Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

p.6

Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with a range of leaders, including the principal, the deputy principal and other senior leaders, including the inclusion manager.  Inspectors carried out deep dives in the following subjects: English, mathematics, science, art and design and modern foreign languages. For each deep dive, inspectors met with leaders, visited a sample of lessons, spoke with teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also visited lessons, considered pupils’ work and spoke to pupils about history, PSHE, philosophy, religion and ethics.

p.6

Information about this inspection

 The lead inspector held a meeting with those responsible for governance, which included meeting the CEO, CEO (designate), a range of trustees and members of the school stakeholder committee.  To evaluate the effectiveness of safeguarding, inspectors reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors spoke with a range of pupils and considered the results of Ofsted’s pupil survey. Inspectors spent time with pupils at lunchtime to observe behaviour and talk about school life.  Inspectors spoke to a range of staff and considered the results of Ofsted’s staff survey.  The lead inspector considered the responses made by parents to Ofsted Parent View, Ofsted’s online survey, including the free-text responses.

p.6

Inspection team

Damian Loneragan, lead inspector His Majesty’s Inspector

p.6

Inspection team

Wayne Jarvis Ofsted Inspector 7 and 8 May 2025

p.6

7

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