The Grange School

What Ofsted said

From the inspection on 28 April 2026

Many pupils are happy to come to school and enjoy their learning. Pupils make good progress through the curriculum because of the effective teaching that they receive. As a result, pupils are generally ready for their next steps. On the whole, pupils’ performance in examinations is broadly in line with national averages over time. For example, pupils typically secure the qualifications that they need in both their English and mathematics GCSEs. Many pupils who attend the school are disadvantaged or have special educational needs and/or disabilities. Pupils who face these barriers to their learning typically receive the support that they require to meet their needs. Staff quickly develop positive relationships with pupils when they join the school. This helps pupils develop a sense of belonging. Pupils appreciate opportunities to be part of a group or team. For example, some pupils sing in the choir or perform in the school musical. Some pupils benefit from broader opportunities, such as performing in London or taking part in residential activities. Most pupils behave well and have positive attitudes. Pupils feel safe in school and are confident that leaders and staff will deal with any bullying issues quickly and effectively. However, pupils’ rate of attendance is consistently below national averages. Consequently, some pupils miss opportunities to learn and benefit from the wider experiences on offer. Pupils are well-prepared for life in modern Britain. They learn about the importance of respect and tolerance and how to be a positive member of the community. Pupils are proud to hold leadership positions, such as head boy, head girl or a house captain. Sports leaders equally make a positive contribution to the life of the school.

What the school should improve

• Leaders should reduce levels of absence and persistent absence so that pupils maximise their opportunities to learn and benefit from the school’s wider opportunities.
• Leaders should ensure that teaching consistently checks pupils’ knowledge and understanding and adapts to build on what pupils already know and can do.
• Leaders should ensure that the wider personal development programme has a consistently positive impact on all pupils, including those who face barriers to their learning and/or wellbeing.

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