School etc

Slough Grammar School Closed - academy converter Dec. 31, 2010

see new Upton Court Grammar School

Slough Grammar School
Lascelles Road

phone: 01753 *** ***

headteacher: Mrs Margaret Lenton


school holidays: via Slough council

Secondary — Foundation School

Education phase
Establishment type
Foundation School
Establishment #
Close date
Dec. 31, 2010
Reason closed
Academy Converter
OSGB coordinates
Easting: 498744, Northing: 179318
GPS coordinates
Latitude: 51.504, Longitude: -0.57871
Accepting pupils
11—18 years old
Ofsted last inspection
Jan. 30, 2008
Region › Const. › Ward
South East › Slough › Upton
Urban > 10k - less sparse
Admissions policy
Main specialism
Language (Operational)
Science second specialism
High performing leading options
Leading Edge
Investor in People
Committed IiP Status
Sixth form
Has a sixth form
Trust school
Is supported by a Trust
Slough (2)
Learning provider ref #

rooms to rent in Slough

Schools nearby

  1. Upton Court Grammar School SL37PR (1063 pupils)
  2. 0.3 miles St Mary's Church of England Primary School SL12AR (526 pupils)
  3. 0.3 miles St Bernard's Catholic Grammar School SL37AF (873 pupils)
  4. 0.3 miles St Bernard's Preparatory School SL11TB (237 pupils)
  5. 0.3 miles Long Close School SL37LU (310 pupils)
  6. 0.7 miles Ryvers Primary School SL37TS
  7. 0.7 miles Castleview Primary School SL37LJ
  8. 0.7 miles Ryvers School SL37TS (599 pupils)
  9. 0.7 miles Castleview Primary School SL37LJ (609 pupils)
  10. 0.8 miles Lea Nursery School SL25JW (130 pupils)
  11. 0.8 miles Lea Infant School SL25JW
  12. 0.8 miles Islamic Shakhsiyah Foundation SL25DN (126 pupils)
  13. 0.8 miles Willow Primary School SL25FF
  14. 0.8 miles Willow Primary School SL25FF (410 pupils)
  15. 0.9 miles Lea Junior School SL25JD
  16. 0.9 miles Iqra Slough Islamic Primary School SL25FF (622 pupils)
  17. 0.9 miles Ditton Park Academy SL11YG
  18. 1 mile Langleywood School SL37EF
  19. 1 mile Eton End School Trust (Datchet) Limited SL39AX (217 pupils)
  20. 1 mile The Langley Manor Preparatory School SL36BZ
  21. 1 mile Littledown School SL13QW
  22. 1 mile Littledown School SL13QW (22 pupils)
  23. 1.1 mile Slough and Eton CofE Business and Enterprise College SL12PU
  24. 1.1 mile St Joseph's Catholic High School SL25HW (689 pupils)

List of schools in Slough

Slough Grammar School

Inspection report

110104Unique Reference Number
SloughLocal Authority
310210Inspection number
3031 January 2008Inspection dates
Ann BergerReporting inspector

This inspection of the school was carried out under section 5 of the Education Act 2005.

Grammar (selective)Type of school
FoundationSchool category
1118Age range of pupils
MixedGender of pupils

Number on roll

4616th form
The governing bodyAppropriate authority
Mrs A BestChair
Mrs M LentonHeadteacher
9 February 2004Date of previous school inspection
Lascelles RoadSchool address
01753 522892Telephone number
01753 538618Fax number

11-18Age group
3031 January 2008Inspection dates
310210Inspection number


© Crown copyright 2008
This document may be reproduced in whole or in part for non-commercial educational purposes, provided that
the information quoted is reproduced without adaptation and the source and date of publication are stated.
Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must
provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost
of reproduction may be made for any other copies supplied.

Inspection Report: Slough Grammar School, 3031 January 2008


The inspection was carried out by five Additional Inspectors.

Description of the school

Entry is by a competitive examination and generally standards are well above average on entry
at year 7. The percentage of pupils whose first language is other than English is about 50%,
which is well above average. Standards on entry in English are lower than in all other subjects.
The school is in phase 2 as a Specialist Language College and leads the Primary Languages
Strategy for the area. An additional specialism of Science began in 2007. Key Stage 3 is
completed in two years and the Middle Years Programme of the International Baccalaureate
(IB) is being piloted in years 7,8 and 9.
Standards on entry to the Sixth Form are broadly average, because 55% students are admitted
from other schools. They can choose from A levels, Applied A levels, IB or BTEC First Business
The school is a fully accredited Employment Based ITT provider and leads The Slough
Partnership. It is also a Training School.
In addition Slough Grammar is a Leading Edge School and an accredited British Council
International School with links in China, Pakistan, India, France, Spain, Italy, Norway, Sweden,
Poland, Germany, Cyprus, Sweden and South Africa.
The school has a Sixth Form partnership with Churchmead School; students from Churchmead
transfer to Slough Grammar School.
The school provides for a higher than average number of students with physical disabilities.

Key for inspection grades

OutstandingGrade 1
GoodGrade 2
SatisfactoryGrade 3
InadequateGrade 4

3 of 11Inspection Report: Slough Grammar School, 3031 January 2008

Overall effectiveness of the school

Grade: 1

Exceptionally high expectations, knowledgeable and skilful staff, and excellent leadership
produce an outstanding educational experience for the pupils. The headteacher ensures the

school's vision is put into practice and empowers her senior team and others with responsibilities

and key roles to develop and innovate within their areas. This creative and outgoing team
always ensures the students' best interests drive initiatives. As one pupil commented when
asked what his school was like, 'Pupil orientated - staff believe we are the most important part
of the school'.
The students enter the school with well above average standards, make excellent progress
through their time in school and complete Year 11 with standards that are exceptionally high.
This rate of progress is further accelerated in the sixth form. The students coming in at 16 who
have achieved average results in their previous schools make especially rapid progress. These

pupils rise to a significant increase in expectations. For example, a student coming from another

local school into the 6th form, achieved a B in mathematics at GCSE and is now on target to
achieve the highest grades in A level. Many students make these gains in their achievements.
Targets, which are usually met, show very high levels of ambition for all students.
The exceptional progress made by the pupils is attributable to the outstanding teaching and
innovative range of choices, including the International Baccalaureate (IB) and BTEC courses
alongside the more traditional A level programme. The curriculum is equally carefully geared
to individual needs for the younger students. The additional time created by the two-year Key
Stage 3 is used to very good effect to extend the opportunities for pupils in Years 9 to 11. Very
good regard is paid to the specific needs of the pupils. Critical Thinking and the Middle Years
IB have been introduced with an emphasis on oracy skills and this is beginning to pay off as,
this year for the first time, mock GCSE results indicate that English results are no longer lagging
behind other subjects.
Students receive regular and detailed feedback on their performance and what is needed for
improvement, although there are inconsistencies in a few subjects in implementing the school's
marking policies.
Teachers use a wide range of active teaching styles and collaborative learning is emphasised
in many classes. The quality of teaching has improved considerably since the last inspection as
a result partly of the very positive impact of the Training School. Through the opportunities

for mentoring, coaching and observation teachers have improved their own practice. This brings

about a sense of community, in which all are determined to make the most of their learning
opportunities, both students and staff.
The school grapples with the varying expectations of parents from diverse communities. The

headteacher manages this very well, keeping the learning of the pupils at the centre of decisions.

Nevertheless, these differing views were reflected in the responses to the parent questionnaires.

In particular, a substantial minority of parents expressed the view that their children were not
sufficiently consulted about the school. Inspectors found no evidence to this effect. In fact the
views of the students have resulted in significant changes in practice, for example, in the
decision to inject greater levels of challenge into Years 7, 8 and 9. The establishment of the
parents' forum has been successful in improving relationships between parents and the school
though the school has recognised that even more can be done in this area.

4 of 11Inspection Report: Slough Grammar School, 3031 January 2008

A particular strength is the harmonious cohesive community with excellent relationships between

staff and students. Any tensions within the local community are left outside the door and good
racial harmony leads to a relaxed and comfortable atmosphere. The diverse role models in the

staff team enable cultural differences to be tackled directly. Great emphasis is placed on debating

issues related to race relations and discrimination in religious education, critical thinking and
philosophy lessons to very good effect.
The innovative curriculum has been central to driving up standards. The school's specialist
status in languages and now science is at the heart of the school's creative response to national
initiatives, community projects and subject development. Students are encouraged to broaden
their horizons through the truly exceptional range of out- of-hours activities which range from
Sanskrit to Salsa.
Great care is taken to ensure that pupils with learning difficulties and disabilities achieve as
well as they can. They make outstanding progress due to the very careful planning and support

Effectiveness of the sixth form

Grade: 1

The sixth form is a vibrant learning community which is at the heart of the school. Provision
for students is outstanding. By Year 13, students achieve exceptionally well from their starting
points at the end of Year 11. Checks on current students' progress indicate continuing

improvement because of the high priority given to ensuring they meet their challenging targets.

The overwhelming majority of Year 11 students move on to the sixth form, remain to complete
their courses and proceed to university. They know exactly what is expected of them and how
to improve their work.
There is a strong emphasis on supervised study and this together with the high level of personal
care contributes very effectively to success in the sixth form. Students receive very good advice
about future courses and work opportunities. They are guided well in their university and job
applications. The sixth form leadership team is a very effective 'student voice' and organises a
number of charitable and social events. Students enjoy amazing opportunities for enrichment.
Students take on significant leadership roles willingly in the school and provide good support
for younger students. Relationships between students and teachers are excellent. The mature
way they are treated fosters students' independence and initiative.

What the school should do to improve further

  • Further explore ways of seeking the views of parents and pupils.

  • Ensure consistency in marking in the few lessons where the school policies are not fully

Achievement and standards

Grade: 1
Grade for sixth form: 1

The standards achieved in all areas are particularly impressive. Worthy of special note is the
progress made during Years 9, 10 and 11 and examination results in mathematics. Strategies
to raise oral skills through critical thinking have resulted in excellent achievement in English.
This has led to a very positive impact on other areas where achievement was less strong and

5 of 11Inspection Report: Slough Grammar School, 3031 January 2008

96% of Year 11 students reached five higher grades at GCSE, including English and mathematics.

The positive benefits of specialist language and science status is reflected in the very high
standards achieved in these subjects. Specialist targets in both these areas have been exceeded
by very wide margins. Students identified by the school as having special educational needs,
including those with physical difficulties make outstanding progress. Their provision is very
well managed. Teachers and support staff discuss individual pupils thoroughly and plan very
well to meet their needs.

Personal development and well-being

Grade: 1
Grade for sixth form: 1

The behaviour of the students is exemplary and is marked by maturity and a commitment to
hard work. Attendance is excellent and students enjoy school. Students' spiritual, moral, social
and cultural development is very good with a particular strength in the way students develop
a reflective response to their work. They are warmly appreciative of their understanding of
many cultures and their harmonious relationships within school which they regard as a benefit
which will endure in later life. Students show very good understanding of the benefits of a
healthy lifestyle and make sensible choices. They feel very safe in school, know they are looked
after well and show very good awareness of how to work safely. Students make a very good
contribution to the school and much wider community through involvement with, for example,
the school council, the peer mentoring system and links with a number of schools abroad.

Development of workplace skills is outstanding. The emphasis on collaborative working ensures

that students develop effective team work skills.

Quality of provision

Teaching and learning

Grade: 1
Grade for sixth form: 1

The outstanding teaching provided by staff, along with highly motivated learners, leads to an
exciting learning atmosphere. Students said that teachers do a great deal to make lessons
interesting and provide work that is challenging. Expectations are very high in lessons and
student attitudes to work are exemplary. The school has used Training School status to very
good effect to recruit the best of the new teachers it trains and this has ensured a constant

flow of innovative fresh ideas which were evident in many of the lessons observed by inspectors.

Students are self-motivated and work extremely well independently.

Curriculum and other activities

Grade: 1
Grade for sixth form: 1

The quality of the curriculum is outstanding and meets the needs and aspirations of students

well. In Years 7 to 9, the school has energetically embraced national initiatives and has developed

imaginative and bold strategies which enable students to follow programmes tailored to their
individual needs.

6 of 11Inspection Report: Slough Grammar School, 3031 January 2008

Students testify to the impact of the language specialism, evident in the many extension
activities such as the international links with China, Cyprus, India, Malta, Norway and much of
Europe. Students can access up to twelve language courses. They also experience innovative
focus days and joint curriculum projects with other departments. The languages department
leads the delivery and support of languages teaching in many local schools and runs adult
education courses for an international local employer.
Students have access to exciting work experience opportunities and the well-developed
citizenship programme contributes much to their mature and confident approach to school.

Care, guidance and support

Grade: 1
Grade for sixth form: 1

The quality of care, guidance and support is outstanding. The school works hard to identify
the diverse needs of all students and knows them very well. There are very effective systems
for the early identification of students who are under-achieving and excellent support of

students with emerging personal problems. This is enhanced by the very good links with outside

agencies which the school fosters. Excellent links with a range of professional agencies support
those students who have medical concerns, or those who have learning difficulties and
disabilities, so that they make the best possible progress. The school has robust systems to
safeguard students. Careers guidance is excellent and the students report extensive help with
planning for their future pathways.

Leadership and management

Grade: 1
Grade for sixth form: 1

This success could not have been achieved without the exceptional drive, enthusiasm and
commitment of the headteacher. Her willingness to embrace change has ensured the school is
both outward and forward looking. She has not achieved this alone and the senior team
complement each other very well. Together they have established systems and procedures
which focus on raising standards and improving teaching. Noteworthy are the arrangements
for self-review which are exceptional. Everyone is held rigorously to account and this process
is followed up with clear agreed plans for improvements. Leadership roles are taken seriously.
Governors are an integral part of the school and the chair is very effective in her role as critical
friend to the headteacher. Issues are debated and solutions found. Resources are deployed
very well. Particularly impressive is the complex timetable which puts the students' choices at
the top of the agenda.

7 of 11Inspection Report: Slough Grammar School, 3031 January 2008


Any complaints about the inspection or the report should be made following the procedures set out
in the guidance 'Complaints about school inspection', which is available from Ofsted’s website:

8 of 11Inspection Report: Slough Grammar School, 3031 January 2008

Inspection judgements



Key to judgements: grade 1 is outstanding, grade 2 good, grade 3
satisfactory, and grade 4 inadequate

Overall effectiveness


How effective, efficient and inclusive is the provision of

education, integrated care and any extended services in meeting

the needs of learners?


Effective steps have been taken to promote improvement since
the last inspection


How well does the school work in partnership with others to
promote learners' well-being?

11The capacity to make any necessary improvements

Achievement and standards

11How well do learners achieve?

The standards


reached by learners


How well learners make progress, taking account of any significant
variations between groups of learners


How well learners with learning difficulties and disabilities make

Personal development and well-being


How good is the overall personal development and
well-being of the learners?


The extent of learners' spiritual, moral, social and cultural

1The extent to which learners adopt healthy lifestyles
1The extent to which learners adopt safe practices
1How well learners enjoy their education
1The attendance of learners
1The behaviour of learners

The extent to which learners make a positive contribution to
the community


How well learners develop workplace and other skills that will
contribute to their future economic well-being

The quality of provision


How effective are teaching and learning in meeting the
full range of the learners' needs?


How well do the curriculum and other activities meet the
range of needs and interests of learners?

11How well are learners cared for, guided and supported?


Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly

below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low.

9 of 11Inspection Report: Slough Grammar School, 3031 January 2008

Annex A

Leadership and management


How effective are leadership and management in raising
achievement and supporting all learners?


How effectively leaders and managers at all levels set clear
direction leading to improvement and promote high quality of
care and education


How effectively leaders and managers use challenging targets
to raise standards

11The effectiveness of the school's self-evaluation


How well equality of opportunity is promoted and discrimination

tackled so that all learners achieve as well as they can


How effectively and efficiently resources, including staff, are
deployed to achieve value for money


The extent to which governors and other supervisory boards
discharge their responsibilities


Do procedures for safeguarding learners meet current
government requirements?

NoDoes this school require special measures?
NoDoes this school require a notice to improve?

10 of 11Inspection Report: Slough Grammar School, 3031 January 2008

Annex A

Text from letter to pupils explaining the findings of the inspection

12 February 2008
Dear Students
Inspection of Slough Grammar School,Slough,SL3 7PR
We very much enjoyed our visit to your outstanding school. I would urge you all to read the
report in full as it explains in more detail why we thought so highly of the work you do. I will
give you a short summary in this letter.
We could see how good your school was by the very high standards you achieve. Well done to
you all! It is due both to the skills and dedication of your excellent teachers and your own hard
work and commitment.
We were particularly impressed by the range of opportunities you can participate in, the
exceptionally high expectations, the fantastic leadership of the headteacher and senior staff,
the calm and harmonious relationships and the very good attention paid to your care and
Some of you, and a number of parents, told us that you would like to be consulted more about
your views. The school already has good plans to conduct a wider survey of your views and
they are right to do this. They are also working to make sure that your work is always marked
to the highest standard as we saw a few books which were not. Mainly, however, the staff are
very clear with you about what you need to do to improve your work and it is excellent to see
that you take careful note of these comments.
Congratulations to you all, you are right to be proud of what you achieve.
Ann Berger
Lead Inspector

11 of 11Inspection Report: Slough Grammar School, 3031 January 2008

Annex B

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