Grace College

What Ofsted said

From the inspection on 24 March 2026

Grace College is improving. There are high expectations and clear routines that ensure the school is typically calm and orderly. Most pupils behave well. Pupils increasingly experience a sense of belonging. For example, 'Morning meeting' and 'Good morning Grace' give pupils the opportunity to come together as a community, learn and celebrate achievements. Some pupils experience bullying but most say it is dealt with effectively. Pupils generally have positive relationships with staff. They value having an adult in school they can talk to as this helps them to feel safe. Post-16 students benefit greatly from the recently developed 'associated sixth form' provision that they attend at another school within the trust. Students are taught consistently well and make secure progress. Published outcomes for key stage 5 do not reflect current students' experiences in the 'associated sixth form'. An extensive enrichment offer and helpful guidance support students well for their ambitious next steps. Staff typically know the barriers that pupils face to their learning and/or wellbeing. There are clear strategies in school that support pupils. The quality and consistency of teaching is getting better, but pupils' experiences vary across the curriculum. For example, some pupils do not always get the support they need in lessons. As a result, pupils do not always achieve as well as they could. Too many pupils are often absent from school. These pupils do not benefit as well as they could from all the school has to offer. Many pupils enjoy the wide range of clubs, including in sport and performing arts, where pupils' talents and interests are nurtured. Outdoor experiences, such as hiking and canoeing, help develop pupils' confidence and resilience. Pupils contribute meaningfully to the school community in roles, such as house committee members, librarians and ambassadors. They learn about different cultures, faiths and ways of life, which prepares them appropriately for life in modern Britain.

What the school should improve

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

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