Inspection Summary Report - Grosvenor Grammar School

Grosvenor Grammar School

DE Ref No 141-0079

Inspection Summary Report - January 2026

The pupils exemplify the school’s core values of Relationships, Respect and Responsibility through their exemplary behaviour, warm and welcoming dispositions, curiosity and understated confidence across all aspects of school life.
The school’s vision supports and guides the pupils and staff as they work together to contribute to the life and work of the school community and to enable the pupils to achieve highly. The inspection findings endorse the school’s continued focus on improving internal and external communication as a priority in the new school development plan.
The senior pupils demonstrate confidence, maturity and respect in a range of leadership roles, and act as effective role models, contributing positively to the school community. Pupil participation lacks coherence and is not yet embedded sufficiently to ensure pupils have meaningful influence over decisions affecting their learning and wider school experiences.
In the lessons observed, planning, teaching and assessment were mostly effective in promoting successful learning as a result of the school’s investment in research‑informed methods of practice which is linked appropriately to the school’s current priorities.
The school’s provision for the health and well-being of the pupils is a key strength the pupils participate in a wide range of sports and activities. The pupils benefit from a well-planned, progressive preventative curriculum that equips them to manage risk and keep themselves safe beyond school and online.
The broad and balanced curriculum across the school supports the holistic development of pupils at all key stages and allows them
to progress to the next stage of their education, training and employment. The school has recognised appropriately the need to review curriculum time to ensure a minority of the pupils in years 10 and 11 benefit from better structured support and provision to optimise further their learning and progression opportunities.
The school benefits from a broad range of collaborative partnerships which enhance the pupils’ learning experiences and impact positively on their wider outcomes.
All staff would benefit from developing a more coherent and robust cycle of self‑evaluation, drawing on a wider range of first-hand evidence of the pupils’ learning and including more meaningful consultation with the school community.
The provision for careers education is effective. A notable strength of the careers provision is the structured careers programme across all key stages, supported well by events, employer engagement and individual guidance.
The school fosters an inclusive environment through a wide range of effective initiatives, including structured diversity programmes, assemblies and adaptive practices that ensure the inclusion of pupils from differing cultural backgrounds and with varying needs.
The school has prioritised appropriately the development of the digital skills of all pupils and staff. An updated progressive key stage (KS) 3 digital skills curriculum provides a consistent structure for learning. The pupils achieve very well in digital skills examinations at KS 4 and post-16.
The pupils attain high standards in public examinations; in 2025 almost all of the year 12 pupils attained well in public examinations with 95.6% of them achieving seven or more GCSE (or equivalent) qualifications, including English and mathematics, at grades A* to C in line with the school targets. The school continues to address the gap in attainment in gender for pupils attaining seven or more GCSE (or equivalent) qualifications, including English and mathematics, at grades A* to B.
Most of the year 14 pupils (76.0%) attained three or more A Level (or equivalent) qualifications at grades A* to C in 2025. The school continues to focus further on improving the outcomes for pupils in post-16 who have FSME.
There are well-embedded systems in place to monitor closely the academic progress of the pupils and to identify those in need of support. It is appropriate that the school is prioritising a review of the target setting process to ensure greater consistency and impact on the pupils’ outcomes.
At the time of the inspection, the evidence provided by the school demonstrates that the arrangements for child and adult protection align to the current statutory guidance. The ETI will monitor the progress of the school in addressing the following area for action: to ensure that governor training is completed.

Next steps

Grosvenor Grammar School’s vision, underpinned by the three core values of Relationships, Respect and Responsibility, supports and guides well the pupils and staff as they work together to contribute to the life and work of the vibrant and inclusive school community.

The inspection has highlighted two areas for action which will enable Grosvenor Grammar School to achieve its vision more fully, which are to:

build further the growth and development of the community of learning through meaningful consultation processes and two-way communication at all levels; and
develop a more coherent and robust cycle of self-evaluation to monitor and evaluate the progress in addressing the priorities for improvement, including strategic staff professional learning to support this work.

ETI will monitor the progress of Grosvenor Grammar School in addressing the areas for action. There will be a progress inspection.