The Grange School, Daventry
phone: 01327 705785
headteacher: Mrs Gaynor Yates
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 %
- Daventry Grange Infant School NN114HW
- 0.4 miles Grange School NN114HJ
- 0.4 miles Daventry Tertiary College NN114HJ
- 0.5 miles St James Infant School NN114AG (166 pupils)
- 0.9 miles Falconer's Hill Infant School NN110QF (174 pupils)
- 0.9 miles Falconer's Hill Community Junior School NN110QF (219 pupils)
- 0.9 miles Daventry Abbey Junior School NN114GD
- 0.9 miles William Parker School A Specialist Humanities College NN110QF
- 0.9 miles The Parker E-ACT Academy NN110QF (798 pupils)
- 0.9 miles Daventry UTC NN110QE (96 pupils)
- 0.9 miles Abbey CofE Academy NN114GD (199 pupils)
- 0.9 miles Falconer's Hill Community Junior School NN110QF
- 1.2 mile Southbrook Junior School NN114LJ
- 1.2 mile Southbrook Infant and Nursery School NN114LJ
- 1.2 mile Southbrook Infant and Nursery School NN114LJ
- 1.2 mile DSLV E-ACT Academy NN114LJ (1373 pupils)
- 1.3 mile Danetre School NN114LJ
- 1.3 mile Danetre School NN114LJ
- 1.4 mile Staverton Church of England Voluntary Primary School NN116JF (91 pupils)
- 1.4 mile Staverton Church of England Voluntary Primary School NN116JF
- 1.6 mile Ashby Fields Primary School NN110YP (410 pupils)
- 1.9 mile Badby School NN113AJ (131 pupils)
- 1.9 mile Newnham Primary School NN113HG
- 1.9 mile Newnham Primary School NN113HG (94 pupils)
The Grange School, Daventry
Staverton Road, Daventry, NN11 4HW
|Inspection dates||25–26 September 2013|
|Overall effectiveness||This 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.
|Sue Hall, Lead inspector||Additional Inspector|
|Janet Watson||Additional Inspector|
|Graham Gossage||Additional Inspector|
|Debra McCarthy||Additional Inspector|
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
- 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
- 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
|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
- 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
- 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
- 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
- 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 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.
|Unique reference number||121897|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||458|
|Appropriate authority||The governing body|
|Date of previous school inspection||6 October 2010|
|Telephone number||01327 705785|
|Fax number||01327 709729|