Grace College

Grace College

Address: Saltwell Road South, Gateshead, NE9 6LE Unique reference number (URN): 147178

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Post 16 provision Strong standard

Leaders' astute and decisive actions to develop an 'associated sixth form' benefit Grace College students greatly. Students attend lessons, receive high-quality pastoral support and take part in an extensive range of opportunities for wider development at the 'associated sixth form', which is located at another school within the trust. Students learn a curriculum that is ambitious and reviewed regularly. Students access a wide range of courses, including academic and vocational pathways, that support them to progress to their ambitious next steps.

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Post 16 provision Strong standard

Teachers have high expectations. They support students consistently to deepen their thinking and apply their learning. Teachers' skilful checks on students' learning mean they quickly spot any gaps students have in their knowledge. Students value the tailored support they receive, when necessary, to help them to catch up. As a result, students, including those who face barriers to learning, achieve well and make sustained progress. This is reflected in the high-quality work that students produce. Published outcomes reflect the legacy provision at Grace College and not current students' experiences and achievements in the 'associated sixth form'.

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Post 16 provision Strong standard

Students value the detailed guidance and support they receive to prepare for life after sixth form, for example, when they apply to university. Students benefit greatly from a broad enrichment offer. This includes taught content on healthy relationships and multiple opportunities to take on leadership roles, such as mentors and prefects. Students engage enthusiastically in a co-curricular offer that includes a medics society, debate club and sport.

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Inclusion Expected standard

Leaders are committed to inclusion at Grace College. Improvements to the systems they use mean that leaders identify pupils with special educational needs and/or disabilities (SEND) and those who face other barriers to their learning accurately. Leaders work effectively with a range of professionals to ensure they understand pupils' needs. For instance, leaders work with the local authority to make sure that personal education plans meet the needs of looked-after children. Although leaders engage with parents and carers to review pupils' needs and aspirations, a small number of parents of pupils with SEND, express some frustration with the school's systems for communicating about their child's progress and needs.

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Inclusion Expected standard

Leaders use successful strategies that help reduce the barriers that some pupils face. For example, some pupils with SEND benefit from therapeutic support and one-to-one mentoring. The school uses appropriate alternative provision in the best interests of pupils. Leaders regularly review the support pupils receive. They monitor pupils' progress and make adjustments where necessary. Staff receive training that supports their increasing understanding of how to meet pupils' needs in lessons.

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Needs attention

Leaders have designed a clear and informed strategy to support disadvantaged pupils. They generally identify the key barriers disadvantaged pupils face and use additional funding to help reduce them. For example, additional reading support is helping pupils to catch up and pupils access a range of wider opportunities to support their personal development.

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Personal development and wellbeing Expected standard

Leaders have developed a thorough programme to support pupils' personal development. Pupils follow a carefully designed personal, social and health education curriculum that covers age-appropriate relationships, sex and health education. Pupils have a generally secure understanding of healthy relationships and know how to stay safe online. Leaders ensure the curriculum is adapted so pupils learn about topics relevant to their needs and community. For example, pupils learn about rail safety and the risks associated with 'urban exploration'.

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Personal development and wellbeing Expected standard

Pupils are prepared well for life in modern Britain. They learn about fundamental British values, such as tolerance and respect. Pupils appreciate debating and discussing different perspectives, beliefs and ways of life. Although they do not have a deep understanding of different world faiths, they demonstrate a general appreciation for what they have learned. Opportunities such as the regular school broadcast 'Good Morning Grace' promote a sense of belonging. This gives pupils a platform to share their identity and to celebrate their increasingly diverse community.

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Personal development and wellbeing Expected standard

Leaders know that many pupils at the school face barriers to their learning and/or wellbeing. They are committed to supporting pupils' character development through a wide range of experiences. These are designed to develop the qualities that leaders promote, such as courage and self-control. Leaders ensure that all pupils access residential trips, such as 'Camp Grace', which helps them to develop their social skills, independence and confidence. Various opportunities to perform, including in the choir and orchestra, nurture pupils' talents. Targeted strategies for some pupils with special educational needs and/or disabilities support them to manage their emotions.

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Personal development and wellbeing Expected standard

Leaders have established an effective careers programme. Pupils learn to challenge stereotypes when thinking about their future. They receive information and advice about the various options that are available to them when they leave school. Pupils typically secure appropriate destinations in further education, employment or training.

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Achievement Needs attention

Some pupils do not achieve as well as they could because they have gaps in their knowledge that are not being addressed quickly enough. This includes in foundational knowledge, such as literacy and mathematics. Some pupils do not have the secure or deep knowledge they need. Low attendance is having an adverse impact on some pupils' achievement, including pupils with special educational needs and/or disabilities. Some pupils are not as prepared as they need to be for the next stages in their learning. Pupils' attainment and progress in national tests at the end of key stage 4 have not been as secure as they need to be over time. There are signs of improvement. In 2025, pupils' attainment, including those who are disadvantaged, was close to the national average. Leaders are rightly proud of pupils' achievement in modern foreign languages.

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Achievement Needs attention

Published outcomes for key stage 5 students do not reflect students' high level of achievement in the 'associated sixth form'. Students' work is consistently high quality and reflects the sustained progress they make from their starting points.

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Attendance and behaviour Needs attention

Some pupils do not attend school often enough. Leaders' actions are not improving attendance rates quickly enough. The proportion of pupils who are persistently or severely absent is much higher than the national average. Leaders prioritise attendance, monitor it frequently and recognise the need for improvements. Some of the strategies they use to improve attendance show early signs of positive impact on some pupils, including disadvantaged pupils and those with special educational needs and/or disabilities. However, for those who are severely absent, there is little sign of improvement.

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Attendance and behaviour Needs attention

Pupils' behaviour is improving. Leaders recognise the need to sustain their positive changes. They have established clear routines that most pupils follow. This ensures the school is typically calm and orderly. Leaders have raised expectations of pupils' behaviour and increased the levels of support that are available. When necessary, leaders put effective strategies in place to help pupils manage their emotions. There is a focus on recognising pupils' achievements. For example, 'Friday Review' and 'Grace Excellence' are opportunities to celebrate pupils' successes. Suspensions are reducing rapidly, although they remain high. Most pupils display positive attitudes to learning. Occasionally, some pupils quietly disengage in lessons, which is not addressed consistently by teachers. While some pupils sometimes experience bullying, most have confidence that staff deal with incidents effectively.

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Curriculum and teaching Needs attention

There is some variation in the quality of teaching. Leaders know that some pupils are not learning as well as they could. Where teaching has a greater impact, teachers use their secure subject knowledge effectively. For example, they provide precise explanations, ask effective questions and design activities that promote pupils' deep learning. However, this is not routinely the case. There is some variation in the ways teachers identify and address misconceptions and the gaps in pupils' knowledge. This means that sometimes pupils do not have the secure knowledge they need to make progress. While there are clear systems and ongoing professional learning to ensure that teachers know the needs of pupils with special educational needs and/or disabilities (SEND), there are some inconsistencies in how well teachers adapt the curriculum and support pupils with SEND in lessons.

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Curriculum and teaching Needs attention

Leaders ensure that pupils who need extra support with reading receive it. While there is some targeted support to help pupils secure the basics in writing and mathematics, not all pupils receive the additional support they need. Since the last inspection, leaders have improved the curriculum. They have raised expectations and increased the level of ambition in the curriculum. It is designed consistently and sequenced well. Leaders have identified clearly what pupils should learn and when.

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Leadership and governance Needs attention

While leaders are focused on the right priorities, their actions to improve some aspects of the school's work are not yet having the impact that is needed. For example, leaders are rightly prioritising pupils' attendance, but their actions are not resulting in improvements quickly enough. Too many pupils, including disadvantaged pupils and pupils with special educational needs and/or disabilities, do not attend school often enough. Some pupils are missing a significant amount of learning and are not benefiting from the school's much- improved offer for personal development.

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Leadership and governance Needs attention

The school is improving. Leaders focus on what is best for pupils. Leaders' decisive actions mean that students are benefiting from a high-quality post-16 provision at the 'associated sixth form' located at another school in the trust. Leaders have raised expectations of behaviour at Grace College, increased ambition in the curriculum and improved their work around inclusion. As a result, pupils learn in a typically calm and ordered environment. Leaders recognise the need to further develop and embed some improvements in these areas of the school. While leaders ensure that staff benefit from a programme of research- informed professional learning, inconsistencies in teaching remain.

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Leadership and governance Needs attention

Many parents, carers and staff are positive about the recent improvements to the school. Staff appreciate the support they get from leaders. Some parents and staff feel that the quality and timeliness of leaders' communication can, at times, have a negative impact on staff workload and pupils' experiences of school.

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Leadership and governance Needs attention

Local governors and trustees are skilled and knowledgeable. They pose appropriate levels of challenge and support for leaders and fulfil their duties appropriately. Recent support from the trust has helped the school to improve.

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What it's like to be a pupil at this school

Grace College is improving. There are high expectations and clear routines that ensure the school is typically calm and orderly. Most pupils behave well. Pupils increasingly experience a sense of belonging. For example, 'Morning meeting' and 'Good morning Grace' give pupils the opportunity to come together as a community, learn and celebrate achievements. Some pupils experience bullying but most say it is dealt with effectively. Pupils generally have positive relationships with staff. They value having an adult in school they can talk to as this helps them to feel safe.

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What it's like to be a pupil at this school

Post-16 students benefit greatly from the recently developed 'associated sixth form' provision that they attend at another school within the trust. Students are taught consistently well and make secure progress. Published outcomes for key stage 5 do not reflect current students' experiences in the 'associated sixth form'. An extensive enrichment offer and helpful guidance support students well for their ambitious next steps.

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What it's like to be a pupil at this school

Staff typically know the barriers that pupils face to their learning and/or wellbeing. There are clear strategies in school that support pupils. The quality and consistency of teaching is getting better, but pupils' experiences vary across the curriculum. For example, some pupils do not always get the support they need in lessons. As a result, pupils do not always achieve as well as they could.

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What it's like to be a pupil at this school

Too many pupils are often absent from school. These pupils do not benefit as well as they could from all the school has to offer. Many pupils enjoy the wide range of clubs, including in sport and performing arts, where pupils' talents and interests are nurtured. Outdoor experiences, such as hiking and canoeing, help develop pupils' confidence and resilience. Pupils contribute meaningfully to the school community in roles, such as house committee members, librarians and ambassadors. They learn about different cultures, faiths and ways of life, which prepares them appropriately for life in modern Britain.

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Next steps

Leaders should ensure they improve pupils' attendance, including the rates of persistent and severe absence, so more pupils benefit from all the school has to offer. Leaders should improve teaching by ensuring that consistent adaptive teaching is embedded across the school, which results in all groups of pupils learning securely and progressing well through all areas of the curriculum. Leaders should ensure that teachers quickly identify and address the misconceptions and gaps in pupils' knowledge, including in the foundations of writing and mathematics. Leaders should improve and develop further their communications with stakeholders. Leaders, including governors, should ensure that the improvements made in behaviour and inclusion are embedded so that there is consistency in practice that has a greater impact on pupils.

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About this inspection

This school is part of Emmanuel Schools Foundation, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Dr Mark Pike, and overseen by a board of trustees, chaired by Stewart McKinlay.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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Team inspectors:

Carl Sugden, Ofsted Inspector Joanne Owens, Ofsted Inspector Erica Hiorns, Ofsted Inspector Steve Lewis, Ofsted Inspector Bernard Clark, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

Inspectors spoke with the principal and other senior leaders, the CEO and other trust leaders as well as trustees, including the chair of the board and member of the school improvement board during the inspection.

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What does this mean?

The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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What does this mean?

The inspectors confirmed the following information about the school:

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What does this mean?

The school makes use of 5 alternative provisions, including 2 that are unregistered.

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What does this mean?

Since September 2024 the school also, under the same registration, runs post-16 provision through an associated sixth form with Emmanuel College, Consett Road, Gateshead, Tyne and Wear NE11 0AN.

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What does this mean?

Principal: Rachael Hooker The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

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national average

2024/25 (revised) 41.0% 45.4% Close to average

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Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2024/25 (revised) 42.9 46.0 Close to average

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Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

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national average

2024/25 (revised) 19.5% 25.8% Close to average

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national average

2023/24 (final) 19.6% 25.8% Close to average

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2024/25 (revised) 31.4 34.9 Close to average

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national average

2022/23 (final) 31.1 35.0 Close to average

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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A-level average point score

The average points that students achieved per A-level entry.

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A-level value added

A score showing students’ progress between the end of key stage 4 and the end of their academic qualification studies.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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