Lord Grey Academy

Lord Grey Academy

Address: Rickley Lane, Bletchley, Milton Keynes, Buckinghamshire, MK3 6EW Unique reference number (URN): 145736

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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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Achievement Expected standard

Typically, pupils at this school achieve well. This is reflected in their results in national examinations, particularly in mathematics and English. Pupils with special educational needs and/or disabilities make progress from their different starting points. Disadvantaged pupils achieve outcomes that are in line with the national average. This reflects the school’s approach to raising aspirations and ensuring that all pupils are well supported in achieving suitable next steps.

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Achievement Expected standard

Some pupils however, including those with high prior attainment, do not consistently achieve well. Leaders are aware of this and have been taking action to address it. This work is already improving pupils’ learning, although it is not yet fully reflected in published results. There is now much less variability in the quality of work that pupils produce in different subjects. In the sixth form, published outcomes over time are notably positive in vocational courses.

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Attendance and behaviour Expected standard

Most pupils attend school regularly. Leaders have high expectations and are ambitious to further improve attendance rates. Attendance has been average or above average for the past three years for most groups, including pupils who are disadvantaged and those with special educational needs and/or disabilities. Leaders act quickly when attendance drops. This work helps pupils feel that they belong and that their attendance matters.

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Attendance and behaviour Expected standard

Leaders have created a culture where positive behaviour is expected. Typically, pupils meet leaders' expectations. They show positive attitudes to their learning. Pupils behave well in lessons and around the school. Classrooms are calm and orderly. Pupils respond positively to teachers and show pride in their work. Staff apply the behaviour policy with consistency. This creates a settled learning environment where pupils can focus on their learning.

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Attendance and behaviour Expected standard

Pupils say they feel safe. They enjoy warm and respectful relationships with staff. They understand the school’s values and try to show them in their conduct. Leaders have clear oversight of behaviour trends. They use the information they collect to pre-empt and address poor behaviour effectively, including bullying and discrimination. As a result, there have been significant improvements in pupil conduct over time.

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Curriculum and teaching Expected standard

The school provides a broad and ambitious curriculum. Leaders have identified the important knowledge that pupils will learn. The curriculum is generally taught well. Most pupils engage positively in lessons and work hard. Teaching helps pupils understand new ideas and build on what they already know. In many subjects, teachers explain concepts clearly and check pupils’ understanding regularly. Teachers understand pupils’ needs well. They use detailed pupil information to help them prioritise support and adapt the curriculum where necessary. This enables pupils with special educational needs and/or disabilities, or who face other barriers to learning, to be successful. In most subjects, pupils achieve well because of effective teaching. However, in some subjects, pupils do not achieve as well as they could. Leaders understand the quality of the curriculum and teaching and have identified priorities to improve achievement across all subjects.

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Curriculum and teaching Expected standard

Leaders have ensured that staff and pupils understand the importance of secure foundations, for example in reading, mathematics and communication. Reading has a high priority and forms an important part of daily routines. Pupils are encouraged to widen their vocabulary and articulate their ideas. Pupils who have gaps in their knowledge and skills receive effective support to catch up quickly. Staff are trained to deliver targeted support, including phonics for those who need it. Leaders check the impact of this work carefully and adjust support when needed.

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Inclusion Expected standard

Leaders identify pupils’ needs early and accurately. They use clear systems to check what each pupil needs. Leaders are adept at providing valuable support to pupils who are known, or have been known, to children's social care and pupils with additional needs. Leaders have made sure that information about pupils' needs is clear and shared with all staff, such as through the school's 'pupil passport' approach. Leaders collaborate effectively with specialist services, families and professionals. This ensures pupils access the bespoke support that allows them to thrive.

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Inclusion Expected standard

Pupils with special educational needs and/or disabilities are supported to follow the same ambitious curriculum as their peers. Leaders use a graduated approach to support pupils, including targeted interventions and specialist input. The inclusion base provides a calm and nurturing space for pupils who need additional help.

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Inclusion Expected standard

Leaders prioritise the use of additional funding carefully, for example so that it benefits disadvantaged pupils. They base decisions on evidence and track the impact of their work. Reading support is a priority and well-trained staff deliver effective programmes that help pupils that need it catch up quickly. Alternative provision is used appropriately and only where it is in a pupil's best interests.

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Leadership and governance Expected standard

Leaders provide steady and thoughtful leadership that ensures continuous improvement, despite the many challenges faced by the local community. They know the school’s strengths well and have an accurate view of what still needs to improve. Their priorities focus on the right things, such as strengthening teaching so that variability in achievement is reduced. Leaders have taken sensible action to stabilise subjects where teaching has been inconsistent. This work is beginning to have a positive impact.

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Leadership and governance Expected standard

Leaders have built a culture of care and inclusion. They ensure that staff understand pupils’ needs and work together to reduce barriers to learning. Leaders check the impact of their actions carefully and adjust their plans when needed. They work closely with external agencies to support vulnerable pupils and their families.

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Leadership and governance Expected standard

Governors and trust leaders know the school well and understand its context. They visit regularly, offer robust challenge and support and ensure they know what is happening on the ground. The processes they have in place to quality assure the work of leaders is robust. The school makes good use of the wide range of support offered by the trust.

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Leadership and governance Expected standard

Leaders invest in staff development. Teachers receive training and support that helps them improve their practice. As a result, staff feel very well supported and valued. Early career teachers feel well supported through high quality mentoring and a comprehensive programme of professional learning. Leaders engage well with parents and the wider community. They communicate clearly and respond sensitively to any concerns.

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Personal development and wellbeing Expected standard

Pupils benefit from a well ‑ planned programme that supports their personal development from Year 7 to the sixth form. Leaders think carefully about pupils’ needs and the challenges in the local community. They work closely with pastoral, safeguarding and inclusion staff to help pupils grow in confidence and prepare for life beyond school. The ‘Ethos Team’ supports pupils and their families with the input of external therapeutic support. This strengthens pupils’ well ‑ being.

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Personal development and wellbeing Expected standard

Pupils learn about healthy relationships, staying safe and understanding their emotions through personal, social, health and economic education, tutor time and assemblies. Pupils talk confidently about these topics. They learn about different cultures through weekly 'our world' sessions and events such as culture day. This helps them understand and respect the diverse community they live in. Staff monitor pupils who may be at risk of being influenced by harmful online content or unhealthy attitudes. Leaders use targeted programmes to support groups of pupils at risk. The curriculum is flexible and responsive, adapting to reflect local contextual issues when necessary.

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Personal development and wellbeing Expected standard

Pupils take part in a wide range of activities, including sports clubs, charity events, drop ‑ down days and leadership opportunities. Some pupils would like a more varied range of clubs and trips and leaders are already taking action to expand the offer. Participation in clubs is improving, although disadvantaged pupils currently take part less often than their peers. More vulnerable pupils receive additional support. Some take part in outdoor learning projects, adventure weeks or a tailored programme. These opportunities help pupils develop resilience and a sense of belonging.

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Personal development and wellbeing Expected standard

Careers education is very effective. Pupils meet employers, hear from former students and learn about different routes into work or further study. Sixth form students receive practical guidance on finance, employment and adulthood. This enables pupils, and students in the sixth form, to move on to suitable next steps.

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Post 16 provision Expected standard

Students in the sixth form benefit from an inclusive and supportive environment. Leaders have given careful consideration to the sixth form offer. They understand their local context and have ensured the curriculum reflects this. The range of courses on offer is broad and ambitious. Whilst outcomes in public examinations are below average in some A-level subjects, students typically achieve well from their starting points. In vocational subjects, students achieve particularly highly. The curriculum in the sixth form is taught well. Lessons follow clear routines and teachers are experts in their subjects. They explain ideas clearly and check understanding often. In lessons, students are focused and engaged. Students’ work shows that expectations are high, including for those that face barriers to their learning.

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Post 16 provision Expected standard

Students receive high ‑ quality careers guidance. They take part in employer events, university visits and application workshops. Staff know students well and offer personalised advice. As a result, students move on to appropriate destinations. They are very well supported to secure places at university, apprenticeships or employment.

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Post 16 provision Expected standard

Students feel safe and well supported. Staff check in on their welfare and respond quickly when they need help. Students with additional needs follow adapted pathways and receive tailored support that helps them take part fully in sixth ‑ form life.

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

Pupils are safe and well cared for at this school. Staff know pupils well. They make regular checks on their welfare, which helps pupils feel valued. Pupils know who to speak to if they are worried and can explain how the school teaches them to stay safe, including online. Pupils, and students in the sixth form, describe clear improvements over time and say that staff now respond more consistently to concerns.

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

Pupils typically achieve well. They secure outcomes in national examinations that are close to national averages. Pupils enjoy their learning. They work hard in lessons and respond well to teachers’ explanations. The curriculum is structured to help pupils understand new ideas and build on what they already know. Pupils who need extra help, including those with special educational needs and/or disabilities, benefit from well ‑ planned and effective support. The inclusion base gives more vulnerable pupils a calm and nurturing start to the day.

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

Pupils move calmly around the site and follow clear routines. Lessons are usually settled and pupils arrive on time. When low ‑ level disruption happens, staff deal with it quickly. Pupils understand the behaviour expectations and talk confidently about the school values which are embodied in the ‘Lord Grey Way’. They are proud when their positive conduct is recognised.

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

Pupils attend well. Leaders act quickly when attendance drops and work closely with families to remove barriers. Pupils appreciate this support and understand why attending school everyday matters. Pupils take part in a range of enrichment experiences, although some would like a wider range of clubs and trips. Leaders are working with the school council to expand the offer. Careers guidance is tailored carefully to the needs of pupils. Students in the sixth form feel well supported and move on to a range of high-quality next steps including university study, apprenticeships or employment.

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Next steps

Leaders should embed recent improvements to the curriculum and teaching so that pupils, including those with high prior attainment, achieve well across all subjects. Leaders should develop the enrichment offer further so there are a wider range of opportunities available to develop pupils' talents and interests.

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About this inspection

This school is part of Tove Learning Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Jamie Clarke, and overseen by a board of trustees, chaired by Linda Brooks.

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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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About this inspection

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.

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About this inspection

Inspectors visited a sample of lessons, spoke to pupils about their learning and looked at samples of pupils’ work.

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About this inspection

Inspectors spoke with school leaders and staff during the inspection. They also held discussions with representatives from the trust and the local governing body.

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About this inspection

Inspectors considered the responses of parents to Ofsted's survey, Ofsted Parent View, including the free-text comments. They also considered the responses to Ofsted’s online staff questionnaire.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

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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About this inspection

The school makes use of one registered alternative provision.

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Team inspectors:

Wendy (Martin) Martin, Ofsted Inspector Ian Cooksey, Ofsted Inspector Andrew Hanlon, Ofsted Inspector Marieke Forster, Ofsted Inspector Wendy Hemmingsley, 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?

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. National average: 1,154

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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 (final) 41.4% 45.4% Close to average

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national average

2023/24 (final) 42.1% 45.9% 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

2023/24 (final) 43.0 45.9 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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national average

2023/24 (final) -0.10 -0.03 Close to average

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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 (final) 28.6% 25.8% Close to average

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national average

2023/24 (final) 31.3% 25.8% Close to average

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national average

2022/23 (final) 23.7% 25.2% 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 (final) 33.7 34.9 Close to average

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national average

2023/24 (final) 38.8 34.6 Close to average

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national average

2022/23 (final) 32.5 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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national average

2023/24 (final) -0.44 -0.57 Close to average

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national average

2022/23 (final) -0.69 -0.57 Close to average

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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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national average

2024/25 (3 term) 8.9% 8.4% Close to average

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national average

2022/23 (3 term) 9.0% 9.0% Close to average

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Persistent absence

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

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national average

2024/25 (3 term) 26.2% 23.4% Close to average

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national average

2022/23 (3 term) 24.9% 26.5% Close to average

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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

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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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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