Report of a Post-primary Inspection - Grosvenor Grammar School
DE Ref No 141-0079
January 2026
1. introduction
A. Background information
Grosvenor Grammar School is a controlled, co-educational, inter-denominational grammar school situated in East Belfast for pupils aged 11-18. The school celebrated its 80th anniversary in 2025. The school draws its pupils from over 30 primary schools across greater Belfast and North Down. An increase in year 8 admissions from 155 to 175 was approved by the Department of Education (DE) in 2021. The school is regularly oversubscribed, with enrolment rising in the last five years from 1115 to 1208.
Around 8% of the pupils have free school meals entitlement (FSME). A small proportion (4%) of the pupils have been identified as having special educational needs (SEN), 32 of whom have a statement of SEN. A small number of newcomer pupils attend the school.
In the last four academic years, the senior leadership team has increased in size from five to seven staff following a restructuring and review which included a focus on roles and responsibilities.
The school engages in the East Belfast Area Learning Community (ALC) with other post-primary schools through collaborative staff professional learning (SPL) and access for pupils from other schools in the ALC to a small number of subjects at post-16. The school is in a shared education programme with Lagan College and Our Lady and St Patrick’s College, Knock.
B. Views of pupils, parents and staff
The Education and Training Inspectorate (ETI) issued online confidential questionnaires to the pupils, parents and staff in advance of the inspection.
The responses to the questionnaires are referenced, where relevant, within the main body of the report. A high-level summary of the questionnaire responses, including any concerns raised, was shared with the principal, one vice-principal and five representatives of the board of governors.
C. The process of inspection
The ETI worked alongside Grosvenor Grammar School to consider how well the school:
- has identified and articulates its vision;
- prioritises actions to achieve the vision;
- overcomes the main challenges it faces;
- monitors and reviews progression to identify, celebrate and embed success; and
- grows and develops an inclusive community of learning.
2. Main report
A. Setting the vision
The school’s vision, to ‘inspire our pupils within a supportive, caring environment to be lifelong learners, enabling all pupils to realise their full potential and become tolerant and confident adults’, is being realised through the values of: Relationships, Respect and Responsibility. These values guide well the staff in the holistic development of the pupils and is being lived out in the positive and mature pupil-to-pupil interactions, as well as those between pupils and staff. The vision is understood well by the pupils, parents, staff, governors and the wider school community. The pupils live out the school’s vision well, as evidenced by their: exemplary behaviour; warm and welcoming dispositions; curiosity; and understated confidence across all aspects of school life.
The priorities for school improvement set out in the school development plan (SDP) and the associated action plans are appropriate. They have been informed by consultation using pupil, staff and parental surveys and ongoing analysis of a range of qualitative and quantitative information. The current priorities identified in the SDP include improving the effectiveness of pupil participation and communication with pupils and home, which align to the staff, pupil and parent/carer responses from the ETI questionnaires. The senior leaders have already begun to plan for a new three‑year SDP which includes a continued focus on these priorities, which inspection findings endorse.
There is a consistent approach to action planning across the school, however, the quality of these action plans is variable. As the school takes forward this important improvement work, all staff would benefit from engaging in a coherent and robust cycle of self-evaluation based on more meaningful consultation with the school community to: identify specific and measurable targets; agree manageable actions for improvement; and include processes for monitoring and evaluating the provision, including drawing more on first-hand evidence of the pupils’ learning, sharing of effective practice and regular evaluations of the quality of the pupils’ work. Strategic SPL aligned to the self-evaluation process will support all staff in this work.
The governors bring a wide range of skills and experience to their role. They are well informed about the life and work of the school, including the current priorities, challenges and opportunities. The governors who met with us expressed their pride in the school and, in particular, the opportunities they have to work alongside and support the pupils through, for example, their roles as interviewees in the year 14 mock interviews.
B. Implementing and improving to achieve the vision
The school’s aim for high-quality learning and teaching is: ‘to enable all pupils to achieve high levels of success within a supportive environment’. To support staff in achieving this aim, the school has provided opportunities for them to share effective practice through carousel-style sessions, which are viewed positively and are contributing well to developing greater coherence in learning and teaching. The school has invested in a significant number of SPL sessions on research-informed methods of practice, linked appropriately to the school’s priorities within the SDP, to support further the pupils’ learning. Consequently, pupils are becoming more aware of these strategies through consistent reinforcement in lessons and assemblies, and the introduction of ‘retrieval logs’ is a recent initiative to aid pupils in extending their learning. Where retrieval practice is well-embedded, staff are beginning to extend their teaching into developing pupils’ understanding of how they learn (metacognition), and staff have identified further training in this area s a priority for future SPL. This practice remains at an early stage, and it will be important that the staff at all levels monitor and review its effectiveness.
In the lessons observed, planning, teaching and assessment were mostly effective in promoting successful learning. When the learning was most successful, the planning included: a recap of prior learning; modelling solutions; reinforcing knowledge; and providing pupils with opportunities to develop transferable skills, such as, communication, group work and problem-solving. In the instances where learning was less impactful, there was over-direction by the staff, the need for greater adaptive teaching strategies, more consistent feedback to pupils, and improved opportunities for pupils to reflect on their work and give extended responses. In addition, there is variability in the quality of the teachers’ marking for improvement, including the written feedback to pupils; the staff will benefit from the dissemination of the good practice that already exists within the school.
At key stage (KS) 3 pupils access a broad curriculum, including discrete provision for Information and Communication Technology (ICT) and a taught literacy programme. The pupils in KS 3 do not currently participate in swimming; the school acknowledges the need to ensure that pupils have full access to the physical education curriculum and have already planned for this provision to restart in September 2026.
The curriculum at KS 4 meets the requirements of the entitlement framework; the school’s focus on modern languages offers pupils the opportunity to study four different languages to GCSE level, which is a significant strength and is valued by both pupils and parents. The school has recognised appropriately the need to review curriculum time to ensure a minority of the pupils benefit from better structured support and provision to optimise further their learning and progression opportunities in years 10 and 11.
The curriculum at post-16 meets the requirements of the entitlement framework with an appropriate blend of vocational and general subjects being delivered. The curriculum offer is being enhanced further, with the introduction of additional subjects for post‑16 study, such as, A Level qualifications in Sociology and Life and Health Sciences and a BTEC Level 3 qualification in Sports Studies. As the school continues to develop further its curriculum provision, it will be important to review its sixth form policy to ensure alignment with DE guidance to ensure all pupils entering post-16 study have access to the full two years of study.
Careers Education, Information, Advice and Guidance (CEIAG) is prioritised appropriately within the SDP. The pupils benefit from a structured careers programme across all key stages, which is complemented by a range of careers events, employer engagement activities, and individual careers guidance; this is a notable strength of the provision. The schemes of work and associated resources for CEIAG are currently under review, and the recent introduction of a specialist digital careers platform is being integrated into schemes of work to enhance further the pupils’ learning experiences. Almost all (93%) of pupils who left in 2025 progressed appropriately to higher education, apprenticeships, further education or employment.
Over the last three years, the school has focused on developing the digital skills of both pupils and staff through its 2023-26 digital strategy, ‘Digital Turn’. An updated digital skills curriculum for pupils in KS 3 takes account of the starting points of the year 8 pupils on entry to the school and the ‘Digital Passport’ pathway provides a consistent structure for learning and progression throughout the key stage. The pupils in KS 3 and those who chose a digital pathway at KS 4 and post-16 are developing well their digital skills by using a wide range of software and online platforms, including for research, creation, communication and coding. A majority (71%) of pupils told us through our questionnaire that the use of digital technology in school helps them learn. The pupils achieve very well in digital skills examinations at the end of KS 4 and post-16.
The health and well-being of the pupils is a key priority for the school. The pupils across all key stages participate in a wide range of sports and activities; in the responses to the pupil questionnaire, almost all (91%) agreed that they have regular opportunities for physical activity. The well-planned preventative curriculum addresses relevant and contemporary issues and is supplemented with a wide range of bespoke external speakers to help pupils take care of their health and well-being, equip them to understand healthy relationships, manage risk, and make informed choices beyond school and online.
The comprehensive review of the relationships and sexuality education (RSE) provision is informed by the views of pupils, parents and staff, and focuses on developing the pupils’ skills, knowledge and understanding. The provision for RSE is: mapped well across the curriculum; age and stage appropriate; and underpinned by the school’s ethos and values. To monitor and evaluate the effectiveness of the preventative curriculum, the school has identified appropriately the need to consult more fully with all stakeholders through a planned pastoral review later this year. The pupils who met with inspectors reported that they feel safe and well cared for in school and know what to do if they have any concerns about their well-being. Just over three-quarters of parents/carers (76%) who responded to the questionnaires were content with the pastoral care and support given to their child.
C. Building equity
Grosvenor Grammar School demonstrates a clear commitment to promoting inclusion and equality, underpinned by its values. The staff foster an inclusive environment through a wide range of initiatives, including structured diversity programmes, assemblies and adaptive practices that ensure full participation by pupils from differing cultural backgrounds and with varying needs. The school is proactive in addressing barriers to learning, with a strategic focus on pupils identified as having SEN, pupils who have FSME and newcomer pupils. At KS 4, the school’s internal data indicates that pupils who have FSME achieve in line with peers, and pupils with statements of SEN are achieving better than their peers at A* and A. The school has identified appropriately the need to monitor and improve the outcomes for pupils in post-16 who have FSME attaining three or more A level (or equivalent) qualifications at grades A* to C.
The pupils identified as requiring specific support with aspects of their learning are supported well in their learning through an appropriate range of interventions including, literacy and numeracy withdrawals, newcomer language support and peer tutoring. The learning support assistants (LSAs) provide skilful, sensitive support and there are regular review processes which include the reviews being informed by the views of the LSAs and teachers. A strength of the current pupil individual education plans (IEPs) is the consultation with, and input from, the pupils, their parents/carers and the LSAs. The learning targets for the pupils on the IEPs, however, are currently too focused on outcomes and would benefit from incorporating more clearly the individual needs of the pupils and the teaching strategies needed to guide staff to support the pupils’ learning and assess their progress more accurately.
Access arrangements, including examination accommodation, are evolving positively in response to pupil feedback. For example, the school has begun to introduce supervised rest breaks in internal examinations, rather than the provision of extra time.
D. Embedding success
Success is celebrated well for pupils orally and visually across the school. Most (84%) of the pupils told us through our questionnaire that their achievements and talents are recognised and celebrated. The pupils develop resilience and responsibility through their learning in the classroom, school trips, educational visits, assemblies and their participation in the wide range of extra-curricular opportunities available in the school. The pupils value highly these experiences which help them to recognise and appreciate diverse identities, build confidence, and develop social and interpersonal skills across varied contexts. At post-16, enrichment programmes such as SistersIN, contribute meaningfully to the development of pupils’ skills and dispositions. The school’s honours system is well recognised and fosters a sense of pride among senior pupils. The school uses actively its website, social media platforms and other events to share and celebrate pupil and whole-school achievements with the wider community.
The pupils attain high standards in public examinations. In 2025, almost all (96%) of the year 12 pupils attained 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. At A level, the school is focusing appropriately on closing the gap between the proportion of pupils attaining two or more A level (or equivalent) qualifications at grades A* to C (92%) and those attaining three or more A level (or equivalent) qualifications (76%).
There are well-embedded systems in place to monitor closely the progress of the pupils and to identify those in need of support. Almost all (93%) of the pupils told us that they are encouraged to set their own learning targets and most (80%) think they are making good progress in their learning. The pupils review their subject outcomes following each of the regular assessment points and use information based on their ability, achievement and advice from their teachers to set meaningful targets and agree strategies for improvement. 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.
E. Growing a community of learning
The school benefits from a broad range of collaborative partnerships which enhances the pupils’ learning experiences and impacts positively on their wider outcomes. The school makes effective use of visiting speakers, strong links with local businesses and a growing alumni network, including ‘Friends of Grosvenor’ to broaden the pupils’ awareness of career pathways and to support progression. The shared education programme with partner schools Our Lady and St Patrick’s College and Lagan College has been in place since 2016 and provides pupils with valuable opportunities to develop peace building skills, deepen their understanding of cultural diversity and strengthen interpersonal and social skills.
The extra-curricular and co-curricular provision is wide-ranging, inclusive and well‑regarded, and makes a positive contribution to pupils’ personal development, confidence and leadership skills. Within specific departments, senior pupil language and literacy ambassadors contribute to the delivery of co‑curricular programmes with junior pupils that are well received by staff and peers. Through participation in the Community of Lifesavers Education Programme, the pupils in KS 3 and KS 4 are developing well important life skills on how to respond to a range of medical emergencies.
The school offers a wide range of enrichment opportunities for senior pupils. For example, the pupils in year 13 benefit from working with Street Beat Youth Project and gain a level 1 qualification in peer mentoring, which helps the pupils develop their wider interpersonal and social skills. 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, particularly for younger pupils, offering pastoral support and guidance in areas, such as, study skills.
The school has invested in a programme of SPL linked appropriately to the school’s priorities within the SDP, and focusing appropriately on learning and teaching. As part of the planned SPL there are opportunities for the staff to engage in a range of health and well-being activities of their choice. All staff have completed the Education Authority’s (EA) Addressing Bullying Type Behaviour in Schools level 1 training and a small number of staff have completed this training at level 3.
The junior and senior student councils have implemented a small number of positive changes, such as, revising the structure of pupil reports and securing improvements to the facilities within the senior common room. The pupils who met with inspectors told us that they would appreciate more opportunities to have meaningful influence over decisions affecting their learning and wider school experiences. As part of this process, pupils would also benefit from receiving timely feedback to demonstrate the impact of their input.
F. Child protection
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.
3. 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 SPL 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.
4. Appendix
Appendix: Quantitative Terms
In this report, proportions may be described as percentages, common fractions and in more general quantitative terms. Where more general terms are used, they should be interpreted as follows:
Almost/nearly all - more than 90%
Most - 75% - 90%
A majority - 50% - 74%
A significant minority - 30% - 49%
A minority - 10% - 29%
Very few/a small number - less than 10%