Setting

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

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Louise Needham Interim Headteacher Grafham Grange School Grafham Bramley Guildford Surrey GU5 0LH

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Serious weaknesses monitoring inspection of Grafham Grange School

This letter sets out the findings from the monitoring inspection that took place on 9 June 2025, on behalf of His Majesty’s Chief Inspector of Education, Children’s Services and Skills. The monitoring inspection was carried out under section 8(2) of the Education Act 2005 and was the second monitoring inspection since the school was judged to have serious weaknesses following the graded (section 5) inspection that took place in March 2024.

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Serious weaknesses monitoring inspection of Grafham Grange School

The purpose of a monitoring inspection is not to grade the school’s key and (where applicable) provision judgements, but to identify and report on the school’s progress. It is to highlight to the school and parents any improvements that school leaders have made since the school’s previous graded inspection.

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Serious weaknesses monitoring inspection of Grafham Grange School

During the inspection, I discussed with you, other senior leaders, the chief executive officer (CEO) of Orchard Hill College and Academy Trust, the deputy CEO of London South East Academies Trust, other central trust staff, governors and trustees the actions that have been taken to improve the school since the most recent graded inspection. We discussed the ongoing impact of the COVID-19 pandemic. I also reviewed the school’s strategic documents, visited lessons, reviewed pupils’ work and spoke with both staff and pupils. I have considered all this in coming to my judgement.

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Leaders have made progress to improve the school, but more work is

necessary for the school to no longer be judged as having serious weaknesses.

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designation

Since the previous monitoring visit in October 2024, you have been appointed as interim headteacher. Through a service level agreement, significant support has also been provided by another multi-academy trust. This includes your secondment since January 2025.

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designation

There has been considerable work undertaken to improve the quality of education since the last inspection. Since January 2025, a full timetable has been implemented for all pupils. Pupils now access a broad curriculum offer. As an interim measure, the school has adopted commercial curriculum schemes to ensure that coherent and sequenced learning is in place. However, further work is needed to ensure that the curriculum precisely meets the specific needs of the pupils. In addition, some subject areas require a complete redesign. This forms a prominent part of the school’s action plan, and work is already underway. Although there remains some variability in the quality of teaching and learning, there has been notable improvement since the last inspection. This is attributed to the extensive pedagogical and teaching and learning training that staff have received since January 2025. The quality and ambition of pupils’ work has improved. Pupils’ books

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designation

demonstrate that learning is now more sequenced and ambitious. This is a clear shift from the previously disjointed work in pupils’ books that can be seen from earlier in the academic year.

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designation

The school has implemented an ambitious and validated phonics curriculum. Assessments have been carried out to identify gaps in phonics knowledge among the weakest readers. Targeted interventions are now in place to support these pupils. Since January, all staff have been expertly trained to teach phonics, and appropriate resources and reading books aligned with phonics phases have been provided. However, this work is not complete. Systems for checking older pupils’ phonics knowledge are not in place. As a result, although improvements have been made in the provision for the weakest readers, the school’s approach to phonics does not fully support all pupils in learning to read as well as they could.

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designation

With the recruitment of an experienced special educational needs coordinator, the school now has a more robust approach to identifying and meeting the special educational needs and/or disabilities (SEND) of pupils. The school has secured appropriate therapeutic provision, including speech and language therapy, as well as psychotherapy. However, further work is needed to secure occupational therapy support to better meet pupils’ sensory and physical needs. The school is currently refining pupils’ support plans to align more closely with their education, health and care plans. This work is ongoing and expected to be completed by the end of the academic year. While the support for pupils with SEND has improved, it is not sufficiently precise to ensure that all pupils achieve the best possible outcomes.

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OFFICIAL-SENSITIVE

At the time of the previous inspection, there were serious concerns about pupils’ behaviour and engagement in learning. There was no consistent behaviour policy or approach in place. The school now has a clear behaviour policy that aligns with its vision and aims. All stakeholders have received the policy, and staff have been trained in its implementation. Staff report feeling confident to support pupils with their behaviour. Pupils confirm that behavioural incidents have significantly decreased, which was evident during this inspection. In lessons, pupils are well engaged and demonstrate much- improved attitudes to learning. They consistently remain in lessons and part of their class. The school environment is calm and purposeful, with staff supporting pupils to maintain self-regulation effectively throughout the day.

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OFFICIAL-SENSITIVE

Attendance levels remain low. Too many pupils are persistently or severely absent, limiting their access to the full curriculum. However, attendance is steadily improving due to the school’s increased focus and dedicated efforts since January 2025. Staff work closely with pupils and their families to identify and address barriers to regular attendance. The school has also reduced its over-reliance on alternative provision. Now, only pupils with the most significant needs attend alternative provisions. The school has undertaken appropriate checks on all external provisions, including completing safeguarding checks and reviewing safeguarding arrangements.

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OFFICIAL-SENSITIVE

The current multi-academy trust continues to provide support, including secure oversight through the rapid improvement committee. Acknowledging the school’s high level of need, the trust secured a service level agreement with another multi-academy trust in January 2025. This arrangement has led to effective support and training in key areas such as curriculum development, early reading, behaviour and safeguarding. The school now has a knowledgeable and focused senior leadership team. Since their appointment following the last monitoring visit, senior leaders have developed and begun to embed a clear vision for school improvement. Their rapid and decisive actions have brought much- needed stability to staff and pupils. While further work is still required, significant progress has already been made.

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OFFICIAL-SENSITIVE

Staff report that they now feel well supported and valued by leaders at all levels. The appointment of the new leadership team and the additional support from the incoming multi-academy trust have contributed to this sense of security. Staff say they have received the training needed to fulfil their roles effectively. They also recognise that leaders are mindful of their well-being and workload. Staff are motivated and aligned with the vision of school leaders.

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OFFICIAL-SENSITIVE

Safeguarding remains effective. Significant work has been undertaken to ensure that pupils are safe. This includes robust checks when pupils are absent from school. Staff are well trained to identify when pupils or their families may need support. When concerns arise, referrals are made promptly, and safeguarding leaders take effective action to ensure that pupils and families receive the right help at the right time.

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OFFICIAL-SENSITIVE

I am copying this letter to the chair of the board of trustees, and the CEO or equivalent of the Orchard Hill College and Academy Trust, the Department for Education’s regional director and the director of children’s services for Surrey. This letter will be published on the Ofsted reports website.

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