Skegness Grammar School

Skegness Grammar School

Address: Vernon Road, Skegness, Lincolnshire, PE25 2QS Unique reference number (URN): 138757

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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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Personal development and wellbeing Strong standard

Leaders have an impressive programme to support pupils' personal development. Seeing personal, social, health and economic education as a key pillar of the curriculum, leaders have invested substantially in curriculum planning, resources and staff training. Staff have impressive subject knowledge and teach this area of the curriculum with rigour. As a result, pupils learn this area of the curriculum very well. They discuss sensitive issues with maturity and accuracy. Pupils have a well-developed understanding of how to stay safe and maintain healthy lifestyles, including positive relationships.

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Personal development and wellbeing Strong standard

Pupils fluently discuss complex contemporary issues. They also develop a thorough understanding of differing beliefs in modern society. They understand and demonstrate fundamental British values. When considering moral dilemmas, pupils are well equipped to consider differing beliefs. They weigh up opposing views with sophistication prior to reaching their own conclusions about right and wrong. When in debate about controversial topics, they articulately express their views while sensitively responding to others.

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Personal development and wellbeing Strong standard

Staff equip pupils and students in the sixth form to be capable leaders in society. Pupils learn the moral purpose behind acts of service in the local community. All students in the sixth form take part in community service projects with enthusiasm and commitment to make positive change. Pupils also have a thorough understanding of British democracy and the roles of local and national government.

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Personal development and wellbeing Strong standard

The provision of pastoral care for the pupils and students in the sixth form is a strength of the school. Staff have a detailed understanding of pupils' personal circumstances and individual needs. When pupils feel worried about something in their lives, staff provide highly effective support. The support for disadvantaged pupils, such as for children in care, enables these pupils to develop confidence and reach for high levels of success in spite of whatever challenges they face.

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Achievement Expected standard

Overall, pupils achieve well. In books and in their responses during lessons, pupils and students in the sixth form demonstrate that they learn the curriculum well. Results in national tests at the end of Year 11 and the sixth form are typically in line with or above national averages. Disadvantaged pupils and those with special educational needs and/or disabilities typically achieve at least as well as their peers. Pupils and students in the sixth form leave the school with the qualifications they need to make positive next steps in education, employment and training.

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Achievement Expected standard

Teachers ensure that pupils learn how to read, use mathematics and communicate effectively. Pupils generally enjoy reading as a result of the promotion of reading across the curriculum. Pupils who find reading difficult are well supported so that they improve. Pupils also have well-developed oracy skills. They are articulate and approach public speaking with confidence.

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Attendance and behaviour Expected standard

Leaders have successfully promoted the importance of attending school regularly. Overall attendance is typically in line with national averages. Furthermore, the attendance of disadvantaged pupils is occasionally above national averages. Leaders closely monitor the attendance of pupils. When pupils start to struggle with attending school, leaders work well with parents and carers. These pupils receive the help they need so that they overcome their challenges and attend regularly.

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Attendance and behaviour Expected standard

Pupils learn and demonstrate the school's motto regarding the importance of acting with good conscience. They understand and typically live up to leaders' high expectations of their conduct. They follow the school's routines and conduct themselves maturely. Pupils appreciate the many rewards they receive for demonstrating the school's values.

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Attendance and behaviour Expected standard

Pupils are typically kind towards others. They sensibly resolve any disagreements that arise. Staff support pupils well when relationships become strained, including when there are instances of bullying. Staff also support pupils with social, emotional and mental health challenges that affect their abilities to maintain positive behaviour. These pupils learn how to manage their emotions and behave well.

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Attendance and behaviour Expected standard

Though higher than national averages, suspensions are reducing over time. Similarly, school records show the number of pupils being removed from lessons due to unacceptable behaviour is also reducing.

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Curriculum and teaching Expected standard

With the support of the trust, leaders have put a well-designed and ambitious curriculum in place. The curriculum provides pupils opportunities to reach for academic success while also preparing for adult life in modern Britain. Curriculum plans support pupils to learn in logical, cumulative steps. This means that pupils can build what they know over time.

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Curriculum and teaching Expected standard

Due to leaders' high-quality training, teachers generally have the subject knowledge and skills they need to teach the curriculum well. Teachers consistently deploy the strategies leaders expect across the school. For example, teachers routinely follow the school's approach to checking what pupils know and can do. As a result, teachers usually catch when pupils misunderstand or forget something. Teachers provide effective support so that pupils do not fall behind. However, some approaches to teaching are less well developed in some subjects. Occasionally, teachers choose learning activities that do not exactly match pupils' needs, including pupils with special educational needs and/or disabilities.

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Curriculum and teaching Expected standard

Leaders ensure that teachers place sufficient focus on teaching pupils the foundational knowledge of reading, writing, oracy and mathematics. When necessary, leaders ensure that pupils get extra support so that they master these important aspects of the curriculum.

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Inclusion Expected standard

Leaders have refined their approach to supporting pupils with special educational needs and/or disabilities (SEND). Leaders have thorough assessments in place to identify pupils' exact needs. Leaders work with trust and external experts to design effective support plans. Leaders are also improving the way pupils and parents and carers contribute towards planning the support pupils receive. This is starting to help pupils with SEND understand their needs and reflect on what they can do to overcome barriers they face. Owing to ongoing training, staff build on their expertise to adapt learning activities to meet the needs of these pupils. Leaders are improving the way they evaluate how well pupils with SEND are supported so that they identify and improve less effective practices.

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Inclusion Expected standard

Leaders use additional funds well to support disadvantaged pupils. Leaders' research- informed approaches enable these pupils to learn, achieve and participate as well as their peers. Working with external agencies, leaders also ensure that children in care receive the pastoral and academic support they need to succeed in school.

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Inclusion Expected standard

Appropriate alternative provision is in place for pupils with specific needs requiring external specialist support. Leaders ensure that these pupils receive a safe and well-considered programme of support.

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Leadership and governance Expected standard

Leaders have the interests of pupils at the heart of their decision-making. They appropriately prioritise the needs of the most vulnerable. Leaders also have a clear vision of education that staff, pupils and students in the sixth form are fully committed to.

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Leadership and governance Expected standard

Leaders have a generally accurate view of the strengths and development areas of the school. This includes trustees, who ensure that they receive the information they need to understand the quality of provision at the school. When improvements are needed, trustees ensure that leaders make any necessary changes.

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Leadership and governance Expected standard

Using the expertise of the trust and educational research, leaders have put in place well- developed training programmes to enhance staff's effectiveness in their roles. Leaders keenly focus staff training on key areas needing further development. For example, there is ongoing training to improve the way that staff support pupils with special educational needs and/or disabilities (SEND).

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Leadership and governance Expected standard

Staff are proud to work at the school. They appreciate the professional development opportunities leaders provide. They are also generally positive about the way leaders manage staff's workload.

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Leadership and governance Expected standard

Many parents are highly positive about the school. These parents particularly value the opportunities for pupils to reach high levels of academic success while developing their interests and talents. However, there are some parents who are uncertain about aspects of the school. For example, some have concerns about the provision for pupils with SEND and the school's revised approach to managing pupils' behaviour.

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Post 16 provision Expected standard

Leaders have steadily improved the sixth form over time. They have a clear and accurate understanding of what is working well and what needs further attention. When something does not reach leaders' high expectations, they put effective measures in place to make improvements.

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Post 16 provision Expected standard

Students in the sixth form share leaders' high ambitions for what students can achieve. They study with determination and take full advantage of enrichment and extra-curricular opportunities. They are inquisitive and delight in discussing their learning and wider talents and interests.

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Post 16 provision Expected standard

Leaders have put a thoughtfully planned curriculum in place. Teachers typically teach the curriculum well. As a result, students achieve similarly to other students nationally. Occasionally, teachers arrange learning activities that do not meet students' exact needs, including for students with special educational needs and/or disabilities. When this happens, students do not learn as well as they could.

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Post 16 provision Expected standard

Leaders ensure that students in the sixth form are well equipped to be capable adults. For example, leaders ensure that students learn how to be self-sufficient, including how to cook on a budget. Students are well prepared to make considered decisions about their careers. Students leave the sixth form ready to take positive next steps in their adult lives.

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

Pupils are proud of their school. They greatly value the opportunities staff provide for pupils to learn about the wider world. With excitement, pupils speak about the extensive enrichment and extra-curricular offer. They wholeheartedly develop their interests and talents by participating in a range of clubs including sport, music, the arts and specialist interests. They value the experiences to take part in impressive enrichment events. For example, some pupils take part in choral singing at King's College, Cambridge. Pupils also appreciate the school's well-planned programme of visits to places of local, national and international interest.

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

The school's well-established 'proud to belong' culture is noticeable in lessons, during social times and when pupils are moving through the school. Older pupils and students in the sixth form readily demonstrate the strength of care expected within '#SGSfamily'. They look out for younger pupils and model the school's expectations well. Similarly, students in the sixth form support younger pupils with their studies. This includes helping younger pupils with their reading. Because pupils enjoy and feel safe at school, they attend regularly. Although bullying occasionally happens, staff deal with it swiftly and effectively. As a result, it stops and does not reoccur.

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

Pupils work hard to reach their ambitious goals when they leave school. In lessons, pupils are focused and work with determination. Because the curriculum is well planned and typically well taught, pupils typically achieve leaders' high expectations. Teachers' support for disadvantaged pupils and those with special educational needs and/or disabilities helps these pupils overcome challenges they face. They learn the curriculum well. Overall, outcomes in national tests are in line with or above national averages. Pupils and students in the sixth form are well prepared for their next steps in education, employment or training.

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Next steps

Leaders should ensure that staff consistently choose learning activities and resources that match pupils' and students' needs, including those with special educational needs and/or disabilities.

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About this inspection

This school is part of The David Ross Education Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Simon Rose, and overseen by a board of trustees, chaired by David Peter John Ross.

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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

Inspectors spoke with a trustee, trust leaders, the executive headteacher, the headteacher, senior leaders, curriculum leaders, pastoral leaders, teachers, support staff, representatives of external agencies and pupils during the inspection.

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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 currently makes use of one alternative provision.

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About this inspection

The school has undergone a significant change since the last inspection. The headteacher took up her post in July 2025.

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Team inspectors:

Emma Hollis-Brown, Ofsted Inspector Julie McBrearty, Ofsted Inspector Carey Ayres, 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.

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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

2023/24 (final) -0.02 -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

2023/24 (final) 33.3% 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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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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national average

2024/25 (final) 33.64 35.00 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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national average

2024/25 (3 term) 7.8% 8.4% Close to average

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national average

2023/24 (3 term) 9.0% 8.9% Close to average

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national average

2022/23 (3 term) 9.7% 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) 22.3% 23.4% Close to average

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national average

2023/24 (3 term) 28.2% 25.6% 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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