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The Giles School Closed - academy converter Aug. 31, 2010

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The Giles School
Church Lane
Old Leake

phone: 01205 *** ***

headteacher: Mr C Walls

school holidays: via Lincolnshire council

Secondary — Foundation School

Education phase
Establishment type
Foundation School
Establishment #
Close date
Aug. 31, 2010
Reason closed
Academy Converter
OSGB coordinates
Easting: 540834, Northing: 350090
GPS coordinates
Latitude: 53.03, Longitude: 0.098594
Accepting pupils
11—18 years old
Ofsted last inspection
Sept. 19, 2006
Region › Const. › Ward
East Midlands › Boston and Skegness › Old Leake and Wrangle
Village - less sparse
Admissions policy
Main specialism
Arts (Operational)
High performing leading options
Leading Edge Partnership Programme (LEPP)
Investor in People
Committed IiP Status
Sixth form
Has a sixth form
Trust school
Is supported by a Trust
Learning provider ref #

rooms to rent in Boston

Schools nearby

  1. The Giles Academy PE229LD (940 pupils)
  2. 0.1 miles The Old Leake Primary and Nursery School PE229HR (211 pupils)
  3. 1.8 mile Wrangle Primary School PE229AS (71 pupils)
  4. 3.5 miles The Sibsey Free Primary School PE220RR (179 pupils)
  5. 3.7 miles The Butterwick Pinchbeck's Endowed CofE Primary School PE220HU (317 pupils)
  6. 4.3 miles The New Leake Primary School PE228JB (48 pupils)
  7. 4.6 miles Friskney All Saints Church of England (Aided) Primary School PE228RD (156 pupils)
  8. 4.6 miles Friskney Private School PE228NA
  9. 5.3 miles Hawthorn Tree School PE210PT (331 pupils)
  10. 5.4 miles Boston High School PE219PF
  11. 5.4 miles Saint Bede's Catholic Science College PE219PN
  12. 5.4 miles Boston High School PE219PF (686 pupils)
  13. 5.6 miles Frithville Primary School PE227EX (54 pupils)
  14. 5.6 miles Boston St Mary's RC Primary School PE219PX (209 pupils)
  15. 5.6 miles The John Fielding Community Special School PE219PX (44 pupils)
  16. 5.7 miles The Fishtoft School PE210SF
  17. 5.7 miles Boston Tower Road Primary School PE219PX
  18. 5.7 miles Boston Tower Road Primary School PE219PX (625 pupils)
  19. 5.7 miles Fishtoft Academy PE210SF (75 pupils)
  20. 5.8 miles William Lovell Church of England School PE228AA
  21. 5.8 miles William Lovell Church of England School PE228AA (441 pupils)
  22. 5.9 miles The St Nicholas Church of England Primary School, Boston PE210EF (235 pupils)
  23. 5.9 miles Stickney Church of England Primary School PE228AX (171 pupils)
  24. 5.9 miles Haven High Technology College PE219HB

List of schools in Boston

Inspection Report

The Giles School

120719Unique Reference Number
291841Inspection number
19 September 2006Inspection date
Mr. Martin Cragg HMIReporting inspector

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

Church LaneSchool addressModern


Type of school

Old Leake, Old LeakeFoundationSchool category
Boston, Lincolnshire PE22

1118Age range of pupils

01205870693Telephone numberMixedGender of pupils
01205871426Fax number985Number on roll (school)

149Number on roll (6th form)

Mrs.Frances GrantChairThe governing bodyAppropriate authority
Mr. Chris WallsHeadteacher

26 November 2001Date of previous school


Inspection numberInspection dateAge group

29184119 September 20061118

© Crown copyright 2006
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: The Giles School, 19 September 2006


The inspection was carried out by one of Her Majesty's Inspectors in a one day visit.

The inspector met with a range of staff and pupils. A number of observations of lessons

were conducted, some with members of the school's senior team. Visits were made to
an assembly, the school canteen, break time activities and the learning support centre.

Discussions with a governor and over 250 questionnaire responses from parents assisted

the writing of this report.

Description of the school

This is a modern (non selective) school located in an area where selection of around
a third of pupils for grammar schools takes place. The school is popular and
oversubscribed. The sixth form has expanded significantly recently and is distinct in
that the majority of its courses are vocational. The proportions of pupils eligible for
free school meals and with statements of special educational needs (SEN) are below
average. There are few pupils from minority ethnic backgrounds or with English as an
additional language. However, there is more than the average proportion of pupils
with learning difficulties, disabilities or other specific needs. The school has had
specialist status in the visual arts since 2005.

Key for inspection grades

OutstandingGrade 1
GoodGrade 2
SatisfactoryGrade 3
InadequateGrade 4

1Inspection Report: The Giles School, 19 September 2006

Overall effectiveness of the school

Grade: 1

There were many very positive comments on the work of the school in parents'
responses to the questionnaire. The school was praised for its 'continuing excellent
service', providing a 'well managed and highly motivated environment' where 'teacher
/ pupil relationships are very good' leading to 'excellent results.' The Giles School and
Sixth Form Centre provides an outstanding education for its pupils. Since its last
inspection in 2001 it has continued to improve and to achieve the challenging targets
it sets for itself. There is a strong sense that all pupils can achieve well and teachers
have high expectations. Pupils reach standards that are above the national average
and well above the average for similar schools. They make outstanding progress by
the end of Year 11 and in the sixth form. Pupils' attitudes are good as demonstrated
in their good attendance. The majority of pupils behave well in lessons and around
the school. They feel safe in the school and trust staff to deal with their concerns.
This positive attitude to their work is extended by the high standard of teaching which
is well matched to the ability of pupils. Lessons are well planned and most engage
pupils in discussion and activities, often using computer facilities. Teachers use their
very good subject knowledge effectively. However, despite good questions used by
teachers, many pupils make very brief responses orally. There are very good systems
for assessing pupils' progress and identifying any underachievement. The curriculum
is outstanding and very well matched to the abilities and interests of pupils. From Year
10 onwards there is a wide range of choice with a particularly broad offer of vocational
courses. These allow pupils to progress very effectively into the sixth form and
contribute strongly to the high levels of success. Pupils express enthusiasm for the
choices they have made. They also appreciate the good range of other activities and

events which broaden their experience and build their confidence. The school's specialist

visual arts status is successfully increasing the range and frequency of activities with

other schools and in the community. The quality of care, guidance and support is good,

and very good in some areas. There is good support for pupils through the tracking

of their progress. Pupils with learning difficulties and disabilities (LDD), those in public

care and other vulnerable pupils are identified promptly and receive outstanding
support to achieve at least good results. Relationships between staff and pupils are
very good and pupils report that their teachers always try to help them to improve.
Whilst pupils value the programme of personal, social and health education provided

for them, the coverage of some aspects promoting healthy and safe lifestyles is limited.

The leadership of the headteacher, senior staff and governors has brought about
continuing improvement since the last inspection, leading to high standards and
excellent progress, particularly in the most recent set of test and examination results.
The senior team provide very clear direction for the school and have developed regular
and rigorous systems for monitoring and evaluating the school's progress. Inspection
confirms the school's self evaluation that it is outstanding. Areas for improvement are
identified accurately leading to prompt and effective action. There is a constant drive
to be even better. Subject leaders and pastoral co-ordinators increasingly monitor the
work in their areas of responsibility and pupils' progress. The school's evaluation of
its teaching is thorough and uses a common set of expectations. However, although

2Inspection Report: The Giles School, 19 September 2006

generally very good, leadership and management at this level are not yet consistent
across the school. The school's record of improvement and innovation demonstrate

excellent capacity to improve further. The school provides outstanding value for money.

Effectiveness and efficiency of the sixth form

Grade: 1

The sixth form provides outstanding opportunities for students to follow a mainly
vocational curriculum which is very well matched to their needs and interests and
builds effectively on courses studied in Years 10 and 11. As a result, they achieve

standards which are above average and make outstanding progress. Average attainment

on entry to the sixth from is lower than that in most schools. An increasing number
of students join from other schools and entry rose by 100% in 2006. Retention rates
are high. Sixth form students are very positive about their courses and enjoy the
responsibilities available to them, particularly assisting in lower school activities and
in local primary schools. The quality of teaching, leadership and management is
outstanding and students receive good care, support and guidance.

What the school should do to improve further

- Ensure that teachers improve their use of questions to encourage pupils to make
extended and detailed oral responses in lessons. - Revise the personal, social and
health education programme, using specialist contributions wherever possible, to
improve pupils' understanding of how to be healthy and stay safe. - Improve the
consistency of leadership and management in a minority of areas.

Achievement and standards

Grade: 1
Grade for sixth form: 1

Pupils enter the school with attainment which is below average, with fewer higher
attaining pupils because of the selective admissions process in the area. By the end
of Year 11, pupils achieve standards which are above average and make outstanding
progress. The school is in the top 5% of schools nationally judged on progress from
the levels achieved at the end of primary education. Pupils with LDD, those in public
care and other vulnerable pupils make at least good progress.

Personal development and well-being

Grade: 2
Grade for sixth form: 2

Pupils have good attitudes to their learning and work hard to be successful. The
majority behave well and respect each other in lessons and around the school. They

increasingly choose the healthy meals provided in the canteen. The very good provision

of vocational courses provides them with excellent understanding of the world of work

3Inspection Report: The Giles School, 19 September 2006

and good, practical skills. The school council is effective in contributing to developments

in the school, advising on healthy eating and assisting in an audit of bullying. Provision

for pupils' spiritual, moral, social and cultural development is good.

Quality of provision

Teaching and learning

Grade: 1
Grade for sixth form: 1

Teaching and learning are excellent. Teachers plan lessons thoroughly and match work
very effectively to pupils' abilities. Relationships are excellent and expectations are

high. Pupils are challenged by good questions but do not give detailed responses often

enough. Pupils are assessed regularly and their progress is reviewed with very good
systems for identifying underachievement. Challenging targets are set and teachers
provide highly effective support to enable pupils to achieve them.

Curriculum and other activities

Grade: 1
Grade for sixth form: 1

The curriculum is very well constructed and provides an exemplary range of choice
from Year 10 onwards, with an impressive offer of vocational courses. Courses are well
matched to pupils' ability and ensure progression successfully from Year 11 on to the
next level of course in the sixth form. The wide and varied range of additional events
and activities, increasingly as part of the school's specialist status, provides very good
opportunities for pupils to learn beyond lessons.

Care, guidance and support

Grade: 2
Grade for sixth form: 2

Pupils receive good care, support and guidance. They have confidence in staff resolving

any problems they report. The advice given to pupils on choosing courses in Year 9
and for the sixth form is good. The tracking of progress is thorough and useful support
is provided to those identified as underachieving. Support for vulnerable pupils is very

good with very effective links to outside agencies. However, some areas of the personal,

social and health education programme are insufficiently focused on key aspects of
healthy and safe lifestyles.

4Inspection Report: The Giles School, 19 September 2006

Leadership and management

Grade: 1
Grade for sixth form: 1

The leadership and management of senior staff provide very clear direction and drive
the school towards constant improvement. There is a very strong focus on raising
achievement and expectations. Staff and governors share the school's commitment
to do the very best for all its pupils. Governors know the school well and provide good

challenge for further improvement. The school's self evaluation is rigorous and accurate.

Areas for improvement are correctly identified and effective action taken. There is
excellent capacity to improve further.

5Inspection Report: The Giles School, 19 September 2006


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

6Inspection Report: The Giles School, 19 September 2006

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?


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

11The effectiveness of the school's self-evaluation
11The capacity to make any necessary improvements


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

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

2The behaviour of learners
2The attendance of learners
1How well learners enjoy their education
2The extent to which learners adopt safe practices
2The extent to which learners adopt healthy lifestyles

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?

22How 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.

7Inspection Report: The Giles School, 19 September 2006

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 performance is monitored, evaluated and
improved to meet challenging targets


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?

8Inspection Report: The Giles School, 19 September 2006

Annex A

Text from letter to pupils explaining the findings of the inspection

Dear Pupils The Giles School and Sixth Form Centre, Church Lane, Old Leake, Boston,
Lincolnshire, PE22 9LD As you know, your school was recently inspected and this letter is to
tell you about the results of the inspection. However, first, I would like to thank you for your
openness and co-operation during my visit. I enjoyed meeting some of you and appreciated
your comments and opinions. The inspection found that yours is an outstanding school. You
are set challenging targets and you generally achieve them. You make excellent progress by
the end of Year 11 and in the sixth form. You have good attitudes to your learning and your
attendance is good. The school council is active in suggesting improvements in the school. The
range of subjects you have to choose from, especially the vocational courses, is excellent. This
broad curriculum and excellent teaching enable you to be very successful. You enjoy the wide
range of other activities and events available and get good support from your teachers.
Relationships in the school are very strong. The school has a very clear direction and knows its
strengths and weaknesses. The headteacher, staff and governors are committed to making the
school even better in the future. There are some areas where the school needs to continue to
develop. You can help with some of them. - Teachers should encourage you through their
questions to make more detailed and longer responses in lessons. - The personal, social and
health education programme requires revision in some key areas to help you understand better
how to be healthy and stay safe. - The school should ensure that there is greater consistency
in the work of subject leaders. I am sure that the school will continue to improve. I wish you
well in the future. Yours sincerely Martin Cragg Her Majesty's Inspector

9Inspection Report: The Giles School, 19 September 2006

Annex B

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