Ermysted's Grammar School
Gargrave Road
Skipton
North Yorkshire
BD23 1PL
Head: Michael Evans
T 01756 792186
F 01756 793714
E admin@ermysteds.n-yorks.sch.uk
A state school for boys aged from 11 to 18.
Boarding: No
Local authority: North Yorkshire
Pupils: 821; sixth formers: 230
Religion: None
Unique Reference 121716
Number Local Authority North Yorkshire
Inspection number 327557
Inspection date 22 October 2008
Reporting inspector Ruth James HMI
This inspection of the school was carried out under section 5 of the Education Act 2005.
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Type of school |
Secondary |
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School category |
Voluntary aided |
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Age range of pupils |
11-18 |
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Gender of pupils Number on roll |
Boys |
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School (total) |
752 |
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Sixth form |
184 |
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Appropriate authority |
The governing body |
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Chair |
Mr Andrew Barrett |
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Headteacher |
Mr Graham Hamilton |
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Date of previous school inspection |
17 October 2005 |
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School address |
Gargrave Road Skipton North Yorkshire BD23 1PL |
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Telephone number |
01756 792186 |
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Fax number |
01756 793714 |
Age group 11-18
Inspection date 22 October 2008
The inspection was carried out by two of Her Majesty's Inspectors. The inspectors evaluated the overall effectiveness of the school and investigated the following
issues: achievement and standards; students' personal development and well-being; teaching and learning; and leadership and management. Evidence was gathered from: the school's self-evaluation form; national published assessment data; the school's own assessment records; a range of school documentation; observation of the school at work; discussions with staff and students; and parental questionnaires. Other aspects of the school's work were not investigated in detail, but the inspectors found no evidence to suggest that the school's own assessments, as given in its self-evaluation, were not justified.
Ermysted's Grammar School is a selective boys' school. It has specialist status in science. Students are drawn from a wide area and over 50 primary schools have children who apply for places. The ability profile of students when they enter school is well above average. The proportion of students with learning difficulties and/or disabilities is below the national average, as is the proportion receiving free school meals. A small proportion is of minority ethnic heritage. Up to 15% of students in the sixth form come from other secondary schools.
Grade 1 Outstanding
Grade 2 Good
Grade 3 Satisfactory
Grade 4 Inadequate
Grade: 1
Ermysted's Grammar is an outstanding school that provides excellent education and care for its students. As one parent commented, typically reflecting the views of many, Ermysted's is a '"superb school in every respect'. Another very positive comment was, Ermysted's Grammar School isa caring, supportive school. We have been delightedwith theprogressoursonshave made both academicallyand socially.'
Thestandardsattainedareextremelyhigh.Forexample,theprovisionalresultsfor2008indicate that 98% of Year 11 students achieved five GCSE grades A* to C, including both English and mathematics.All achievedatleastsevengradesA*toC.TheoverallA*toCpassratewas 95.7%,with70%ofgradesatA*andA.Thevastmajorityofstudentscontinueintothesixth formandgoontoattainexceptionallyhighstandardsatGCEAlevel.Allstudentsmakeexcellent progressastheymovethroughtheschool,includingthesmallnumberwithlearningdifficulties and/or disabilities.
Personal development and well-being are outstanding. The curriculum and extensive extra-curricular activities enable students to develop into mature and confident young adults whoshowanexcellentsenseofresponsibility.Thereisastrongsenseofstrivingforexcellence throughouttheschoolwhichtheboysrespondto.Theyarerightlyproudoftheirschool.Their thoroughenjoymentofschoolisseeninveryhighlevelsofattendanceandalmostnonexistent instances of unauthorised absence. Opportunities for students' spiritual, moral, social and cultural development are extensive. Behaviour is excellent, both in lessons and around the school.Studentsactresponsiblyandmaturely.Theyarepolite,showconsiderationforothers and respect each other's rights. The curriculum ensures students are aware of diversity, and recentlinkswithaschoolinSriLankaprovideabroaderperspectiveoutsidetheUnitedKingdom. Healthylifestylesarepromoted,especiallythroughtheextensivesportingopportunitiesbut thereislessattentiontohealthydiets.Theschoolcouncilhasrecentlybeeninvolvedin interviews for senior staff.
Visitstolessonsduringtheinspectionreinforcedtheaccuracyoftheschool'sevaluationabout thequalityofteaching,whichisgoodoverall.Itincludesoutstandingpracticeespecially,but notexclusively,inthesixthform.Teachers'subjectknowledgeisverygoodandtheysethigh expectations for students. Lessons are generally well planned and focused, with clear objectives. Verygoodattentionispaidtoattainmentlevelsandgradessothatstudentsclearlyunderstand how to achieve their individual targets. Lessons proceed at a good pace so that no time is wasted. Students are exceptionally well motivated and attentive. They enjoy their lessons and participateeffectively,developingconfidenceandarangeofskillsaswellassubjectknowledge andunderstanding.Theoverallqualityoflessonsisconsistentlygoodorbetter,althoughthere isapredominanceofwhole-classteaching.Whilethismeetstheneedsofmoststudents,there is scope for further developing differentiation to stretch and challenge the most able, and for extending the range of teaching and learning styles.
Thecurriculumisfocusedonacademicsubjectswhichisappropriatetotheneedsoftheschool's very able students. There are numerous extra-curricular activities, for example, 'The England NationalFellRunningchampions',aswellassportsandarangeofclubs.Theseincludeforeign exchange trips, theatre trips, cultural trips to Greece, Cuba and Rome, and field trips to Iceland. Effective links with the local education business partnership contribute well to enterprise education. Students make the most of everything the school has to offer and uptake of these opportunitiesisexcellent.Forexample,80,Year9studentsrecentlysignedupforalunchtime GCSE astronomy course.
The care, guidance and support offered to students are excellent. There is a strong emphasis ontreatingstudentsasindividuals.Studentsarekeenlyawareoftheschool'svaluesandmost share them. Students feel safe, saythere is very little bullying and anythat occurs is dealt with quicklyandeffectively.TransitionarrangementsforstudentsjoiningtheschoolinYear7are verywellmanagedandcommenteduponfavourablybymanyparents.Thepastoralsystemhas developed to include a sharper focus on academic guidance. Individual progress monitoring has been enhanced and mentoring introduced for underachievers.
Since specialist science college status was awarded, standards in science, already high, have risen further. In 2008, provisional results show that all Year 11 students gained at least two GCSE grades A* to C in science. The proportion of A and A* grades was exceptionally high at 76%.Standardsinthesixthformaresimilarlyveryhigh.Forexample,in2008inGCEASlevel physics,95%ofstudentsachievedgradesAorB,and94%didsoinGCEAlevelchemistry. Specialist status has led to greater collaboration with other local schools, such as a successful transitionprojectwithselectedprimaryschoolsfocusingon'TheScienceofSport'.Themajority ofstudentsstudythreesciencesubjectsatGCSEandthereisverygoodprogressiontoscience GCEASandAlevelswithnumbersincreasing.Therangeofenrichmentactivitiesinscienceis extremely wide.
The leadership and management of the school are outstanding. The headteacher's approachability,firmdeterminationanddrivearerecognisedbystudents,parentsandstaff alike.Heisablysupportedbyhisseniorleadershipteam.Theprocessofself-evaluationis thoroughandresultsinanaccuratepictureoftheschool'sstrengthsandweaknesses.Leaders andmanagersatalllevelsareclearaboutwherefurtherworkneedstobedoneandappropriate action is being taken to address issues. The school's development plan gives a clear direction withappropriatepriorities.Middleleadersandmanagersarehighlycapable,andindividual skillsareusedwelltosupportothers,forexample,indevelopingmoresharplyfocused self-evaluation at department level. Areas for improvement identified at the last inspection havebeenaddressed.Governorsarehighlysupportiveoftheschoolandgovernanceisgood. The school offers excellent value for money, and its capacity to improve is outstanding.
Grade: 1
Theprovisioninthesixthformisoutstanding.Standardsareexceptionallyhigh.AtGCEAlevel, pass rates are consistently very high with over 70% of passes at the highest grades of A and B. Similarly, there is outstanding performance at GCE AS level where the pass rate has consistentlybeenover95%,farhigherthanthenationalaverage,withmorethan60%ofgrades at A and B. Retention is excellent. Value added data shows that students do exceptionallywell andachieveevenhigherstandardsthanwouldbeexpectedfromtheirverygoodGCSEresults. Veryhighlevelsofstudentmotivation,strongleadershipandmanagement,andoutstanding teaching are keys to this success. The rigorous target-setting, assessment and tracking of students' progress contribute to theirexcellent achievementand students speakof their determinationtoreachthechallengingtargetssetbytheirteachers.Theyrecognisethattheir teachers go beyond the call of duty to support them and they value this highly. Students' personaldevelopmentandwell-beingareoutstanding.Sixthformerscontributeparticularly welltotheschoolandlocalcommunity,forexample,throughtheirrolesasprefectsandmentors, andtheirworkinlocalprimaryschools.Theydevelopintomature,articulate,confidentyoung adultswhoareacredittotheschool.Therangeofacademicsubjectsofferedinschoolisbroad, and partnership arrangements with a local girls' school provide additional subjects. Together, thesemeettheambitionsandaspirationsofthesixthform'sveryablestudents.Theoutstanding care, guidance and support enjoyed by students in the main school continue in the sixth form. As one parent commented, 'The pastoral and academic guidance that myson received in the sixth form was outstanding. I was overwhelmed with the support that he received and by the extra lengths that staff went to in order to help him achieve.'
■ Furtherdevelopthealreadygoodteachingtoensurethatitprovidesappropriatechallenge for the highest abilitystudents.
Annex A
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Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate |
School Overall |
16-19 |
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How effective,efficient and inclusive is the provision of education,integrated care and any extended services in meeting the needs of learners? |
1 |
1 |
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Effective steps have been taken to promote improvement since the last inspection |
Yes |
Yes |
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How well does the school work in partnership with others to promote learners' well being? |
1 |
1 |
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The capacity to make any necessary improvements |
1 |
1 |
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How well do learners achieve? |
1 |
1 |
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The standards1 reached by learners |
1 |
1 |
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How well learners make progress, taking account of any significant variations between groups of learners |
1 |
1 |
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How well learners with learning difficulties and/or disabilities make progress |
1 |
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How good are the overall personal development and well-being of the learners? |
1 |
1 |
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The extent of learners' spiritual, moral, social and cultural development |
1 |
|
|
The extent to which learners adopt healthy lifestyles |
2 |
|
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The extent to which learners adopt safe practices |
1 |
|
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The extent to which learners enjoy their education |
1 |
|
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The attendance of learners |
1 |
|
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The behaviour of learners |
1 |
|
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The extent to which learners make a positive contribution to the community |
1 |
|
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How well learners develop workplace and other skills that will contribute to their future economic well-being |
1 |
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How effective are teaching and learning in meeting the full range of learners' needs? |
2 |
1 |
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How well do the curriculum and other activities meet the range of needs and interests of learners? |
1 |
1 |
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How well are learners cared for, guided and supported? |
1 |
1 |
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How effective are leadership and management in raising achievement and supporting all learners? |
1 |
1 |
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Howeffectivelyleadersandmanagersatalllevelssetclear direction leading to improvement and promote high qualityof care and education |
1 |
|
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How effectively leaders and managers use challenging targets to raise standards |
1 |
|
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The effectiveness of the school's self-evaluation |
1 |
1 |
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How well equality of opportunity is promoted and discrimination eliminated |
1 |
|
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How well does the school contribute to community cohesion? |
2 |
|
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How effectively and efficiently resources, including staff, are deployed to achieve value for money |
1 |
|
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The extent to which governors and other supervisory boards discharge their responsibilities |
2 |
|
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Do procedures for safeguarding learners meet current government requirements? |
Yes |
Yes |
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Does this school require special measures? |
No |
|
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Does this school require a notice to improve? |
No |
Annex B
Thankyou very much for welcoming us to your school recently. I am particularlygrateful to thoseofyouwhogaveyourtimetomeetformallywithus.WefoundthatErmysted'sGrammar isanoutstandingschool.Yourparentsareextremelypositiveabouttheschool.
You make excellent progress during yourtime in the school and achieve veryhigh standards. ThesixthformisoutstandingineveryrespectandtheexaminationresultsatbothGCEASand Alevelareexceptionallyhigh.GCSEresultsarealsoextremelyimpressivewithalmostallstudents achieving five or more GCSE grades A* to C, including English and mathematics.
Youarehighlymotivatedandthiscontributeswelltoyoursuccess.Yourbehaviourinlessons andaroundschoolisexcellentandyourattendanceisoutstanding.Manyofyoumakegood contributions'totheschoolandlocalcommunity,especiallysixthformers.Thecurriculumis focused on academic subjects which is appropriate for you. The range of extra-curricular opportunities is extensive and you take full advantage of these. This contributes to your outstanding personal development.
Your headteacher and other senior staff lead and manage the school extremely well and are clear about priorities for the future.
Yourteachersworkveryhard.Teachinginschoolisconsistentlygoodandoutstandinginthe sixth form. We have identified one area where we feel the school could do even better. In lessons,someofyoucouldmakemorerapidprogressthanyoualreadydo.Wehaveaskedthe headteacher and staff to further develop the teaching to ensure that it provides appropriate challenge for the highest abilitystudents.
I would like to take this opportunity to wish all of you every success in the future.
1
Grade1-Exceptionallyandconsistentlyhigh;Grade2-Generallyaboveaveragewithnone significantlybelowaverage;Grade3-Broadlyaveragetobelowaverage;Grade4-Exceptionally low.