School etc

The Grange School, Daventry

The Grange School, Daventry
Staverton Road

phone: 01327 705785

headteacher: Mrs Gaynor Yates

school holidays: via Northamptonshire council

458 pupils aged 3—10y mixed gender
563 pupils capacity: 81% full

220 boys 48%


240 girls 52%


Last updated: June 20, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 456183, Northing: 262114
GPS coordinates
Latitude: 52.254, Longitude: -1.1784
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Sept. 25, 2013
Region › Const. › Ward
East Midlands › Daventry › Drayton
Urban > 10k - less sparse
SEN priorities
SLCN - Speech, language and Communication
ASD - Autistic Spectrum Disorder
Special classes
Has Special Classes
Free school meals %

rooms to rent in Daventry

Schools nearby

  1. Daventry Grange Infant School NN114HW
  2. 0.4 miles Grange School NN114HJ
  3. 0.4 miles Daventry Tertiary College NN114HJ
  4. 0.5 miles St James Infant School NN114AG (166 pupils)
  5. 0.9 miles Falconer's Hill Infant School NN110QF (174 pupils)
  6. 0.9 miles Falconer's Hill Community Junior School NN110QF (219 pupils)
  7. 0.9 miles Daventry Abbey Junior School NN114GD
  8. 0.9 miles William Parker School A Specialist Humanities College NN110QF
  9. 0.9 miles The Parker E-ACT Academy NN110QF (798 pupils)
  10. 0.9 miles Daventry UTC NN110QE (96 pupils)
  11. 0.9 miles Abbey CofE Academy NN114GD (199 pupils)
  12. 0.9 miles Falconer's Hill Community Junior School NN110QF
  13. 1.2 mile Southbrook Junior School NN114LJ
  14. 1.2 mile Southbrook Infant and Nursery School NN114LJ
  15. 1.2 mile Southbrook Infant and Nursery School NN114LJ
  16. 1.2 mile DSLV E-ACT Academy NN114LJ (1373 pupils)
  17. 1.3 mile Danetre School NN114LJ
  18. 1.3 mile Danetre School NN114LJ
  19. 1.4 mile Staverton Church of England Voluntary Primary School NN116JF (91 pupils)
  20. 1.4 mile Staverton Church of England Voluntary Primary School NN116JF
  21. 1.6 mile Ashby Fields Primary School NN110YP (410 pupils)
  22. 1.9 mile Badby School NN113AJ (131 pupils)
  23. 1.9 mile Newnham Primary School NN113HG
  24. 1.9 mile Newnham Primary School NN113HG (94 pupils)

List of schools in Daventry

School report

The Grange School, Daventry

Staverton Road, Daventry, NN11 4HW

Inspection dates 25–26 September 2013
Overall effectiveness This inspection: Good 2
Previous inspection: Good 2
Achievement of pupils Good 2
Quality of teaching Good 2
Behaviour and safety of pupils Outstanding 1
Leadership and management Good 2

Summary of key findings for parents and pupils

This is a good school.
It is not yet an outstanding school because

School leaders and managers are passionate
The behaviour of pupils is outstanding. They
Pupils make, at least, good progress from
Standards are often above national averages
in their drive and determination that the
school continues to improve.
know how to keep safe and they get on with
each other exceptionally well.
their various starting points.
when pupils leave the school. There are
strengths in the arts with some very high
quality art, music, dance and drama
presentations enjoyed by everyone.
Teaching is good. Staff have strong working
Senior staff lead the school very well. They
Parents and carers are pleased with the quality
relationships with pupils. The marking of their
work is very thorough and identifies what they
need to do to improve further.
make clear their expectation of everyone in
seeking further success. Governors are
supportive and share everyone’s pride in what
has been achieved so far.
of education and care provided.
Some groups of pupils do not achieve quite
Parents and carers are not as fully involved
as well as others.
as they could be in supporting their children’s
learning at home.
In a few lessons the pace of learning is not fast
Staff do not always plan enough tasks that
enough and the level of challenge provided is
not high enough.
enable pupils to develop independent ways of

Information about this inspection

  • Inspectors observed parts of 29 lessons across the full age range in school. Several of these
    were joint observations with the headteacher and acting deputy headteacher.
  • Meetings were held with the headteacher, acting deputy headteacher, the literacy and numeracy
    leaders, the Early Years Foundation Stage leader and staff working with disabled pupils and
    those who have special educational needs. Discussions also took place with groups of pupils and
    representatives of the governing body. A discussion with a representative of the local authority
    took place on the telephone.
  • Inspectors took account of 31 parents and carers from the online questionnaire (Parent View).
    They received a small number of written communications from parents and spoke to several
    others at the start of the school day. Inspectors also reviewed the 37 responses to the staff
  • Inspectors observed the school’s work and looked at a number of documents, including data on
    pupil’s progress and planning and monitoring information. Inspectors also listened to individual
    pupils reading and scrutinised a sample of recent work. They also considered in detail records
    relating to behaviour, attendance and safeguarding.

Inspection team

Sue Hall, Lead inspector Additional Inspector
Janet Watson Additional Inspector
Graham Gossage Additional Inspector
Debra McCarthy Additional Inspector

Full report

Information about this school

  • This is a larger than average sized primary school.
  • Around 15% of pupils are from minority ethnic groups, which is less than the national average.
    Just over half of these pupils speak English as an additional language.
  • Around 30% of pupils are known to be eligible for the pupil premium, which is a little above the
    national average. This provides additional funding for those known to be eligible for free school
    meals, those looked after by the local authority and others.
  • The proportion of disabled pupils and those who have special educational needs identified at
    school action is about half the national average. The school has slightly more than the average
    proportion of pupils identified at school action plus or with a statement of special educational
  • The school has specially resourced provision for special educational needs in a Designated
    Special Provision (DSP) for autism. This is currently managed by staff from a local special school.
    The provision is for ten pupils, with six places taken and is often integrated into The Grange
    School’s activities.
  • The school also has specially resourced provision for speech and language in the Early Years
    Foundation Stage. The provision can provide for up to ten children.
  • The school holds numerous awards including Artsmark Gold, Healthy Schools Gold and a gold
    Anti-Bullying Award.
  • The school meets the government’s current floor standards, which set the minimum expectation
    for pupils’ attainment and progress in English and mathematics.

What does the school need to do to improve further?

  • Accelerate pupils’ rate of progress and raise achievement even higher across the school by:
    checking that all groups of pupils, especially boys and a few of those who are entitled to
    support from the pupil premium, attain as well as their classmates
    encouraging parents to support more actively their children’s learning at home.
  • Ensure that all teaching across the school is always effective by:
    checking that learning in lessons always proceeds at a brisk pace and that activities are well
    matched to the pupils’ different abilities
    making sure that pupils have sufficient opportunities to develop the confidence to complete
    tasks independently.

Inspection judgements

The achievement of pupils is good
  • Children enter the Early Years Foundation Stage with an unusually wide range of skills and early
    experiences. About half the pupils who attend the school’s Nursery then move to their local
    schools and the others stay on and enter Reception. Others enter the Reception Year group with
    little formal early education.
  • Observations show that the group of children who have just started school have, overall, skills
    that are close to those typical for their age. School records indicate that previous groups have
    often had lower-level skills which were below, and sometimes well below, the expectations for
    their age, especially in communicating with others.
  • As pupils – including the most able – move through the school, they make good progress. Their
    exceptionally positive attitudes to learning contribute to their success. A growing proportion
    makes excellent progress but this is not consistently so for all groups and is, therefore, why
    progress is not yet outstanding overall. Standards have improved in the last few years and when
    pupils leave the school, attainment is often slightly above national averages. Excellent progress
    was sometimes seen during the inspection – including in Year 5 when pupils were so interested
    in finding similes and metaphors related to the theme of ‘water, water, everywhere’ that they did
    not notice it was playtime.
  • The school teaches children to recognise letters and the sounds they make (phonics) very
    successfully, with pupils doing particularly well in checks at the end of Year 1. Many pupils
    develop their reading skills effectively, although the school recognises that not all pupils
    achieved as well as anticipated in reading tests at the end of Year 6 in the last year. Some pupils
    read regularly in school although some older ones indicate they have not read to a trained adult
  • The school employs additional teachers to support those who struggle to read and staff are very
    keen to further involve parents and carers who lack the confidence to support their children’s
    reading at home. Pupils’ speaking and listening skills are very varied with many becoming
    confident and articulate communicators while others struggle to express themselves in detail.
  • A major focus of senior leaders for some time has been to improve pupils’ writing skills. The
    school has been involved in several initiatives and met with some success. This has been
    reflected in the proportion of pupils achieving at least what they should and in the proportion
    working at the higher levels. Similar improvement has also been seen recently in mathematics
    where more pupils reached the higher levels in their work than in reading and writing.
  • While pupils generally achieve well, and a growing proportion does very well, in Key Stage 1
    boys do not make as much progress as girls and do not always achieve ahead of national
    results. Although the gap between boys’ and girls’ attainment is closing, this remains a priority
    for the school, including in Key Stage 1.
  • Pupils entitled to support from the pupil premium make good overall progress. Standards have
    lagged behind those of their classmates with a gap of approximately two terms between this
    group and other pupils in the school. In the last year, the gap closed in reading and writing but
    not as noticeably in mathematics.
  • Disabled pupils and those who have special educational needs, including those in the DSP, make
    good progress and some achieve very well in relation to their category of disability and special
    educational need. Autistic pupils communicate better. The few children in the Early Years
    Foundation Stage specially resourced provision also make good progress in speaking and
    language skills in general. Pupils who speak English as an additional language also make good
    and, sometimes, very rapid progress. All these groups achieve well because the school tailors a
    very effective programme of support that meets pupils’ individual needs effectively.
The quality of teaching is good
  • Lesson observations and samples of pupils’ work show that teaching is consistently good, with a
    few examples of outstanding teaching and a little that requires improvement. School records
    indicate that the proportion of good or better teaching has improved in the last year and the
    percentage that requires improvement is much reduced as the result of focused support from
    the leadership team.
  • A strong feature of teaching across the school is the excellent relationships between staff and
    pupils. Pupils are given lots of praise which raises their self-esteem and confidence. Very good
    verbal feedback is given to all pupils. The marking in pupils’ books is extensive and clearly
    identifies what they have done well and the next steps to improvement.
  • The most effective teaching was illustrated by high expectations of what all pupils can do. This
    was seen to excellent effect in Year 4 when pupils were fully focused in a series of short, related
    tasks naming and classifying different shapes using their properties. The most-able pupils were
    very well challenged through additional questions to explain the properties of a trapezium and
    rhombus while disabled pupils and those who have special educational needs worked with more
    straightforward shapes.
  • Occasionally, teaching is less effective because the pace of learning is too slow and the level of
    challenge for some groups, including the most able, is not good enough. In Key Stage 1, for
    example, explanations of the task to investigate how to make given amounts of money with
    coins were not clear. Because the pupils did not understand they were to find how many ways
    they could make 10p or 20p, this slowed their learning and adversely affected the progress
    made. At times pupils do not have enough opportunities to make choices in their learning or
    develop independence.
  • School leaders and the special educational needs coordinator work effectively with other staff to
    check where help is most needed. Particular support is provided to disabled pupils and those
    who have special educational needs, including those with autistic spectrum disorder in the DSP.
    Effective support is also provided for pupils entitled to the pupil premium. This support is often
    very well matched to individual need.
  • The school employs several additional teachers, identified as particularly skilled, to work with
    groups of pupils including for reading support. Reading records of some low-achieving pupils
    show that they read on a daily basis to a trained adult and with this help are developing a good
    range of strategies to work out unfamiliar words.
  • The school has some skilled teaching assistants who provide individuals and groups of pupils
    with challenge in the work they are doing. However, at times staff do not ask follow-up
    questions and some pupils answer very briefly, which does little to develop their speaking skills.
  • The teaching of children in the Early Years Foundation Stage is consistently good with effective
    use of the outdoor areas to provide an interesting range of activities. The very small number of
    children in the specially resourced provision for children of this age make similarly good progress
    to that of others. Very occasionally, staff in the Early Years Foundation Stage do not monitor the
    behaviour of the youngest children outdoors well enough to ensure they are working
The behaviour and safety of pupils is outstanding
  • Pupils typically behave in an exemplary manner both in lessons and when moving around the
    school. They are unfailingly polite to each other, saying ‘please’ and ‘thank you’ on a regular
    basis with numerous unprompted acts of kindness to each other. Older pupils show a great deal
    of pride in being chosen to take on roles of responsibility, including helping the youngest
    children at lunchtime.
  • Pupils are consistently polite to adults and value the close working relationships they have with
    those around them. Unprompted, they hold doors open for others and their behaviour in whole-
    school events such as assembly is outstanding. For example, even when there are more than
    400 pupils together they sensibly discussed their ideas of school ‘values’ with a partner. Their
    contributions show they are very responsive and reflective about their own learning.
  • Parents speak with pride about their children’s enthusiasm for activities, including music, dance
    and drama presentations. Pupils speak joyfully about how many of them have taken part in
    concerts at a local theatre with photographic evidence showing numerous examples of pupils’
    huge enthusiasm for such activities. Very high-quality artwork is widely displayed around the
    school and illustrates the care pupils take with their creations.
  • Pupils’ attitudes to learning are consistently exceptionally positive. When teaching is outstanding,
    they are particularly enthusiastic and respond to the level of challenge provided. Very
    occasionally, some pupils are quiet in discussions but this is linked to the quality of teaching,
    including whether tasks allow them to develop the skills of independence in their learning.
  • Pupils have a clear understanding of how to keep themselves and others safe. They believe
    there is little bullying in school and feel confident staff would act upon any concerns they might
    raise. They identify different types of bullying, including cyber-bullying, and know this would not
    be acceptable in any form.
  • Attendance is, currently, above average. The school has worked hard to raise attendance year
    on year with careful monitoring of attendance and punctuality by staff.
The leadership and management is good
  • The enthusiastic headteacher is well supported by a knowledgeable, acting deputy headteacher
    and the leadership team. Senior staff share a very clearly communicated passion for the
    education of pupils at The Grange and a determination to continually improve what is provided.
    Clear vision of a well-defined route for improvement has contributed to rising standards and
    more effective teaching.
  • The school has considerably improved in recent years. Senior staff fervently believe this is now
    an outstanding school. However, at times they find it challenging to stand back and be objective
    about exactly where they are on the school’s journey of improvement.
  • The school has extended the use of data on pupils’ performance to check and track the progress
    they make. A particularly effective feature of recent improvement has been the employment of
    skilled additional teachers to provide further help for pupils entitled to support from pupil
    premium funding, and disabled pupils and those who have special educational needs. This high-
    quality work has made a positive impact on the achievement of the most vulnerable pupils.
  • The school has an extensive programme of monitoring teaching and learning. Senior leaders,
    and the English and mathematics subject leaders, all carry out formal and informal checks of
    how effective teaching is. While some are new to their positions and have had limited time to
    make an impact in areas for which they hold responsibility, they have a clear understanding of
    their roles. Monitoring is well linked to a programme of continuing professional development that
    is impacting well on the quality of teaching. The school provides effective help to subject leaders
    to develop their management skills. There are clear procedures to ensure that the most effective
    staff are recognised and paid more.
  • Teaching assistants are included within the school’s procedures to manage staff performance.
    Many take part in regular staff training activities, although some activities observed during the
    inspection indicate their effectiveness is variable.
  • Nearly all parents are very appreciative of the quality of education and care provided for their
    children. The school works with parents to involve them in their children’s learning – but with
    mixed success.
  • The provision for pupils’ spiritual, moral, social and cultural development has particular strengths
    in the arts. The extensive display of high-quality artwork is an admirable feature of the school
    environment. School leaders have prioritised the development of the school accommodation in
    recent years. Some parts of the school, such as the atrium, are exceptional examples of how the
    learning environment is valued by staff and governors.
  • The school provides an interesting range of subjects and activities which are appropriate to the
    age and stages of development of the pupils. The use of the primary school sport funding is
    being well considered and targeted to support a range of sporting activities. However, the
    impact of this work has yet to be fully seen because of the limited time the school has had to
    take action.
  • Because the school is identified by the local authority as successful, it is right to provide ‘light
    touch’ support that helps to maintain a focus on what the data tell leaders about progress and
    what action they take.
  • Procedures to safeguard pupils meet current requirements. Staff ensure that pupils have equal
    access to activities and the school fosters excellent relationships and tackles any discrimination.
    With the many improvements made in the last few years, the school shows that it has the
    capacity to continue to improve.
  • The governance of the school:
    Governance of the school is good with governors clearly appreciative of the school’s many
    strengths. Governors are very supportive of the school. They have made a good job of helping
    to maintain a healthy financial position, prioritising the development of high-quality and very
    well-maintained accommodation. They have similarly ensured funding is used effectively to
    provide additional teachers, which is making a positive impact on the progress made by
    several groups of pupils, including those eligible for the pupil premium. The governing body
    understands what the quality of teaching is and supports the headteacher in managing
    teachers’ performance. Governors help to ensure that pay matches performance. Long-serving
    governors are keen to encourage greater parental representation on the governing body to
    ensure new ideas are considered. Governors are aware that they are, sometimes, too
    dependent on the school’s leaders for information and not all have yet had recent training to
    enhance their skills. However, most visit the school and have a good understanding of pupils’
    improved achievement. In general, governors are able to challenge leaders and hold them to
    account for the school’s performance.

What inspection judgements mean


Grade Judgement Description
Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
Grade 2 Good A good school is effective in delivering outcomes that provide well
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
Grade 3 Requires
A school that requires improvement is not yet a good school, but it
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
Grade 4 Inadequate A school that requires special measures is one where the school is
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.

A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular

monitoring by Ofsted inspectors.

School details

Unique reference number 121897
Local authority Northamptonshire
Inspection number 419848

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

Type of school Primary
School category Community
Age range of pupils 3–11
Gender of pupils Mixed
Number of pupils on the school roll 458
Appropriate authority The governing body
Chair Peter Banks
Headteacher Gaynor Yates
Date of previous school inspection 6 October 2010
Telephone number 01327 705785
Fax number 01327 709729
Email address reveal email: bur…


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