Borden Grammar School

Borden Grammar School

Address: Avenue of Remembrance, Sittingbourne, Kent, ME10 4DB Unique reference number (URN): 137800

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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 Strong standard

Pupils develop deep and secure knowledge across the curriculum. GCSE results are consistently above the national average. Leaders set ambitious targets for pupils to achieve, and pupils live up to these high expectations. These outcomes are also reflected in the high- quality work pupils, as well as students in the sixth form, produce in lessons.

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Achievement Strong standard

Pupils with special educational needs and/or disabilities, disadvantaged pupils, those known or previously known to social care and those who face other barriers to their learning achieve as well as other pupils. Pupils at the end of Year 11 gain the qualifications they need to progress onto their next stage of education, training or employment. Students in the sixth form go on to ambitious next steps, including university, work and degree-level apprenticeships. Where pupils have gaps in their essential knowledge, such as in reading or mathematics, effective support helps them to close these gaps and achieve well.

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Attendance and behaviour Strong standard

Pupils attend school extremely well. This is because leaders have made sure all pupils feel safe and that they belong. Leaders' rigorous approach means that they know their pupils extremely well and understand the barriers that might make it difficult for some pupils to attend school. Leaders work closely with parents and families to develop positive relationships and to make the importance of attending school clear. As a result, the attendance rates for all groups of pupils are consistently above the national averages.

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Attendance and behaviour Strong standard

Pupils show self-discipline and dedication to learning. They treat each other with respect. There are very positive relationships between adults and pupils. The behaviour of pupils in lessons is impressive. There is almost no low-level disruption, and pupils are fully engaged in their learning. Routines in lessons are really well embedded and understood by pupils. Older pupils are excellent role models and are a support for younger pupils. Bullying is very rare and is dealt with extremely quickly should it occur. Leaders have worked hard to help pupils understand respect for others. They have worked particularly hard to enable pupils to demonstrate what they term as ‘healthy masculinity’. This means the school is a place where discrimination is well understood and not tolerated.

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Inclusion Strong standard

Inclusion is at the heart of this school. Identification of pupils' needs is quick and precise. Leaders put highly effective provision in place that supports pupils’ wellbeing and academic progress. An inclusion panel regularly monitors all pupils who may need extra help. This oversight makes sure that leaders can quickly adjust the support they offer as pupils’ needs change.

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Inclusion Strong standard

Teachers understand the needs of pupils incredibly well, including those of disadvantaged pupils and those with special educational needs and/or disabilities. Teachers’ high expectations ensure that all pupils progress through the curriculum successfully. Additional funding is used thoughtfully to improve the opportunities and experiences of disadvantaged pupils. These pupils get expert help and advice about their next steps in education, employment or training. Leaders keep track of how well pupils are learning and make timely adaptations to improve this even more.

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Inclusion Strong standard

Leaders work highly effectively with professionals and outside agencies, including the virtual school. Leaders are tenacious in advocating for pupils by making sure that pupils get the expert help they need when they need it.

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Leadership and governance Strong standard

Leaders have worked extremely hard to improve the outcomes and experiences of pupils. They have pupils’ best interests at heart, and inclusivity is at the centre of all decision- making. This is underpinned by accurate analysis, well-considered planning and a dedication to making change sustainable. The impact can be seen clearly in improved progress and achievement, increased attendance and through the behaviour of pupils in the school. Where any areas still need refining, there are clear actions in place.

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Leadership and governance Strong standard

Trustees hold the school’s inclusive ethos and context at the front of their minds in everything they do. They are highly knowledgeable about their roles. They hold leaders to account extremely effectively.

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Leadership and governance Strong standard

Staff love working at this school. They feel extremely well supported and highly valued. Staff appreciate the tailored professional learning opportunities and the clear direction of the leadership team. Teachers in the early stages of their career get the guidance they need to be successful. Experienced teachers value opportunities to share their expertise more widely. The wellbeing of staff is considered in all decisions that leaders make.

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Leadership and governance Strong standard

Leaders are determined to make their school even better. They look for opportunities to work with external agencies and local partners. Leaders’ moral purpose means they willingly share the best of what they do with other schools. They engage very well with parents and carers. Parents are exceedingly happy with the teaching and support their children receive.

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Personal development and wellbeing Strong standard

The school has a well-designed personal development curriculum. The curriculum is mapped in detail and is inspiring for pupils. It is ambitious, thoughtful and responsive to the needs of the boys in the school.

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Personal development and wellbeing Strong standard

The programme includes comprehensive relationships, sex and health education topics, as well as teaching about fundamental British values and the protected characteristics. These topics are returned to and built on year-on-year in an age-appropriate manner. This ensures that pupils are well prepared for life beyond school and are able to recognise risks and react appropriately. Pupils enjoy discussing these issues and why they are important in a considered and mature manner.

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Personal development and wellbeing Strong standard

Pupils’ respectful behaviour across the school demonstrates the impact of this work. They make a highly positive contribution to their school and wider communities. Beyond the

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Expected standard

curriculum, the school takes every opportunity to celebrate its values and wider themes, for example through International Women’s Day and Black History Month.

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Expected standard

Students in the sixth form have a wide range of leadership opportunities, such as chairing the school council and being trained as mental health first-aiders. Their programme for personal development prepares them really well for their next steps and life beyond school, for example through learning about budgeting and personal finance.

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Expected standard

The careers programme is a strength of the school. Pupils benefit from a wide range of experiences with employers, including work experience in Years 10 and 12. Leaders ensure that disadvantaged pupils and those with special educational needs and/or disabilities (SEND) are supported to have high-quality experiences of the workplace.

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Expected standard

Pupils are able to develop their interests through an extensive programme of clubs, trips and visits. Leaders’ tracking allows them to ensure that all pupils take part, including disadvantaged pupils, pupils with SEND and those who may face other barriers to participation.

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Curriculum and teaching Expected standard

Teachers are experts in their subjects. They are well trained so that they typically meet leaders’ high expectations for teaching. Sometimes, assessment is not used as precisely as it should be. Consequently, in some lessons, pupils’ gaps in learning are not spotted and addressed in a timely enough way. Leaders recognise that, in the past, teaching did not help the most able pupils to make as much progress as they should. However, expectations have been raised, so that typically, the approaches that teachers now take to supporting the most able pupils are effective.

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Curriculum and teaching Expected standard

The curriculum is well organised. It clearly identifies the most important knowledge that pupils need to develop over time. It is designed so that pupils can build securely on what they already know. Pupils, including disadvantaged pupils and those with special educational needs and/or disabilities (SEND), study a wide range of subjects. Collaboration with local schools allows leaders to offer a broad post-16 curriculum.

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Curriculum and teaching Expected standard

Extra support for pupils who are weaker readers, writers and mathematicians typically helps them to catch up with their peers. Teachers receive regular training on inclusive strategies to use in the classroom. In addition to providing clear learning routines, they adapt their teaching well for pupils with SEND, disadvantaged pupils and those with other barriers to learning and/or wellbeing. As a result, these pupils learn at least as well as their peers.

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Post 16 provision Expected standard

Leaders have a keen awareness of the strengths and areas that could be even better in the sixth form. This has helped them to improve the quality of the curriculum, teaching and achievement. Consequently, students, including disadvantaged students and those with special educational needs and/or disabilities, now typically achieve in line with national averages.

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Post 16 provision Expected standard

Teachers have expert knowledge of their subjects. They follow the school’s consistent approach to teaching. They are typically adept at stretching students' thinking and supporting all students, especially those with barriers to their learning, to achieve well in lessons.

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Post 16 provision Expected standard

Students appreciate the many opportunities they are given. They like the range of leadership roles and the experience to volunteer in school, such as through supporting Year 11 pupils with exam preparation. Students see staff as role models and, in turn, are role models to younger pupils.

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Post 16 provision Expected standard

Students are well prepared for their next steps as a result of a comprehensive and well- structured personal development programme. This focuses on transitioning successfully into the sixth form, including students developing their academic skills, such as note-taking, and on helping them decide what they want to do next. Leaders support students to become independent learners. Consequently, they are well prepared to go on to suitable destinations when they leave.

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

Pupils aim high at Borden Grammar School. They show dedication to learning and are ambitious to meet leaders’ expectations. Pupils benefit from the well-designed curriculum and the expertise of their teachers. Pupils' achievements in national examinations at the end of Year 11 have been above the national average for several years. In the sixth form, students achieve in line with national averages.

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

Pupils feel like they belong and that leaders care for them. They see teachers as role models and trust that teachers will act in their best interests. Positive relationships between staff and pupils’ parents and carers help pupils to be known really well. Consequently, leaders understand where pupils may need extra support with their wellbeing and work. Pupils' needs are met quickly and effectively. All of this contributes to high rates of attendance for all pupils, including disadvantaged pupils and those with special educational needs and/or disabilities.

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

Pupils are very well prepared for life in modern Britain. They show tolerance and respect as they interact with each other. Pupils are considerate of each other’s needs. Bullying is very rare and pupils are extremely confident that any incidents would be dealt with quickly. Sixth- formers show maturity and act as role models across the school. Pupils learn about, and demonstrate, positive masculinity throughout their time in this school. In the mixed sixth form, girls form part of the school’s leadership committee and play an important role in the life of the school.

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

All pupils take part in a wide range of clubs, trips and activities. Students in the sixth form have many opportunities to develop leadership skills. Pupils of all ages are well prepared for their next steps through a comprehensive and highly effective programme for personal

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Lead inspector:

David Stevenson, His Majesty's Inspector

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Team inspectors:

Julia Mortimore, Ofsted Inspector Tom Neave, Ofsted Inspector Andy Platt, Ofsted Inspector James Lovell, Ofsted Inspector

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Facts and figures used on inspection

development. For example, they mentor younger pupils from primary schools, tend the wellbeing garden and take part in activities such as golf and Latin.

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Next steps

Leaders should continue to embed consistent approaches to teaching and assessment, so that higher attaining pupils and students in the sixth form improve their achievement even further.

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About this inspection

This school is part of Borden Grammar School Trust, which means other people in the trust also have responsibility for running the school. The trust is overseen by a board of trustees, chaired by Sarah Mendoza.

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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

Inspectors spoke with pupils, leaders, staff and trustees during the inspection. They also spoke with the chair of the trustees.

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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

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

Ashley Tomlin: Headteacher 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.

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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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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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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

2022/23 (final) 0.19 -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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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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national average

2022/23 (final) -0.36 -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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national average

2024/25 (final) 34.11 35.00 Close to average

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national average

2023/24 (final) 33.63 34.38 Close to average

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national average

2022/23 (final) 33.63 34.16 Close to average

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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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national average

2024/25 (final) -0.1 0.0 Close to average

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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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