Harrogate Grammar School

What Ofsted said

From the inspection on 14 April 2026

Pupils at Harrogate Grammar School move on to impressive next steps when they leave. They achieve highly and grow socially in a positive culture built on respect. Pupils feel safe, valued and well supported. Sixth-form students speak with pride about their experiences. They value the care and guidance staff provide. They say it helps them work successfully towards their ambitious goals. Pupils’ behaviour is of a very high standard. They live up to the school's 'REACH' values through their respect, commitment and honesty. Bullying is rare. Pupils understand and follow the school’s expectations without frequent reminders. Pupils enjoy their learning and show sustained commitment in lessons. They speak confidently about their learning and take pride in their work. Sixth-form students discuss their subjects maturely and develop deep expertise. In a small number of lessons, including some personal development sessions known as 'the big picture', the activities provided do not always help pupils extend their learning as well as they could. Pupils who face barriers to their learning receive effective support, both academically and pastorally. Pupils appreciate access to calm, nurturing spaces and extra help, when they need it. Some pupils, particularly those with special educational needs and/or disabilities or those who receive free school meals, do not attend school as regularly as they should. However, their attendance is improving with the help of the school. Pupils enjoy a wide range of opportunities beyond lessons. This includes adventurous trips locally, nationally and abroad. Pupils also participate in sports teams and a broad choice of clubs. They speak enthusiastically about activities, such as music, chess and the school production. They value the chance to try out new experiences. Pupils' voices are heard in the school. Their suggestions influence the decisions of leaders.

What the school should improve

• Leaders and governors should refine how they evaluate impact so that priorities for improvement are consistently identified, reviewed and acted on, securing strong standards across all areas of the school’s work.
• Leaders should ensure that teachers’ choices of learning activities consistently deepen and extend all pupils’ understanding across all subjects, including in taught personal development lessons.
• Leaders should continue to embed strategies to improve attendance so that pupils who face barriers to their learning, including pupils with special educational needs and/or disabilities and those in receipt of free school meals, secure high attendance over time.

Read the full Ofsted report (opens in a new tab)