The Harvey Grammar School Closed - academy converter July 31, 2012
phone: 01303 *** ***
principal: Mr Bill Wright Ma Cantab
Secondary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- Close date
- July 31, 2012
- Reason closed
- Academy Converter
- OSGB coordinates
- Easting: 621203, Northing: 136613
- GPS coordinates
- Latitude: 51.086, Longitude: 1.1571
- Accepting pupils
- 11—18 years old
- Ofsted last inspection
- Sept. 15, 2011
- Region › Const. › Ward
- South East › Folkestone and Hythe › Folkestone Park
- Urban > 10k - less sparse
- Admissions policy
- Main specialism
- Sports (Operational)
- Investor in People
- Committed IiP Status
- Sixth form
- Has a sixth form
- Learning provider ref #
- The Harvey Grammar School CT195JY (868 pupils)
- 0.3 miles Morehall Primary School CT194PN (176 pupils)
- 0.3 miles Morehall Academy CT194PN
- 0.4 miles Westbrook House Preparatory School CT202NQ
- 0.5 miles Sandgate Primary School CT203QU (419 pupils)
- 0.5 miles Pent Valley Technology College CT194ED (932 pupils)
- 0.5 miles Westbrook House Preparatory School CT202NB
- 0.5 miles South Kent College CT202TZ
- 0.5 miles School of English Studies CT202PY
- 0.5 miles Ferndearle CT195HH (7 pupils)
- 0.5 miles Earlscliffe (Sussex Summer Schools Ltd) CT202NB (44 pupils)
- 0.6 miles Stella Maris Catholic Primary School CT195BY (187 pupils)
- 0.6 miles Folkestone Academy CT195FP (1866 pupils)
- 0.7 miles Brook Education Centre CT195BY (7 pupils)
- 0.7 miles The Channel School CT195DN
- 0.7 miles All Souls' Church of England Primary School CT194LG (277 pupils)
- 0.7 miles The Folkestone School for Girls CT203RB
- 0.7 miles St Nicholas Preparatory School CT195AX
- 0.7 miles Birchwood PRU CT202QN (11 pupils)
- 0.7 miles The Folkestone School for Girls CT203RB (1036 pupils)
- 0.8 miles Park Farm Primary School CT195DH
- 0.8 miles Folkestone Christ Church CofE Primary School CT201DJ
- 0.8 miles Christ Church Cep Academy, Folkestone CT201DJ (406 pupils)
- 0.9 miles Harcourt Primary School CT194NE (130 pupils)
|Inspection date(s)||15–16 September 2011|
The Harvey Grammar School
|Unique Reference Number||118805|
|Inspection dates||15–16 September 2011|
|Report ing inspector||Paul Metcalf|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Grammar (selective)|
|Age range of pupils||11–18|
|Gender of pupils||Boys|
|Gender of pupils in the sixth form||Boys|
|Nu mber of pupils on the school roll||881|
|Of which, number on roll in the sixth form||207|
|Appropriate authority||The governing body|
|Date of prev ious school inspection||26–27 March 2009|
|School address||Cheriton Road|
|Telephone number||01303 252131|
|Fax number||01303 220721|
This inspection was carried out by five additional inspectors. They observed 40
lessons and 37 teachers. They looked at a range of data and documentation,
including school policies, assessment data, safeguarding documentation and minutes
of meetings of the governing body. The responses to questionnaires completed by
staff, students and 119 parents and carers were also analysed.
The inspection team reviewed many aspects of the school’s work. It looked in detail
at a number of key areas.
- The extent to which lesson observations, work scrutiny and available data
support the school’s judgments about attainment and progress.
- Whether the quality of teaching secures sufficient progress and learning for all
students, especially higher attaining students.
- How well care, guidance and support promote learning and the personal
development of all students.
- The effectiveness of senior staff and middle managers in driving and securing
Information about the school
Harvey Grammar is a selective 11-18 grammar school for boys, which is similar in
size to the average secondary school. The proportions of students from minority
ethnic backgrounds and those who speak English as an additional language are
similar to the national averages, but increasing. The proportion of students with
special educational needs and/or disabilities, including those with a statement of
special educational needs, is well below the national average. The proportion of
pupils known to be eligible for free school meals is well below the national average.
The school was designated as a specialist college for sports, supported by
mathematics, in 2005. It achieved Healthy School status in 2009 and a Quality Mark
for Extended Services.
|Overall effectiveness: how good is the school?||2|
|The school’s capacity for sustained improvement||2|
The Harvey Grammar School is a good school. There have been many improvements
since the last inspection and several features of the school’s work are now
outstanding. Leaders and managers have worked decisively to improve teaching and
learning and provide an innovative curriculum which is carefully matched to the
needs of students and recently enhanced with new courses such as engineering,
music technology and sports leadership.
The school’s engagement with a range of partners is exceptionally strong and its
specialist status has had a significant impact on sports locally. Engagement with
parents is outstanding and many parents used the questionnaire to make comments
about the school’s intranet, where they can access details about attainment,
attendance, behaviour, homework, targets, progress, reports and timetables. The
comment that ‘big improvements have been made regarding communication with
parents’ was typical of the many positive responses received.
Attainment in GCSE examinations is high with the proportion of A and A* grades
much higher than average in a range of subjects, including English and the sciences.
The proportion of students achieving A* and A grades in GCSE examinations has
continued to rise, with further improvement seen in 2011. Students’ progress and
examination results in mathematics have improved considerably and the proportion
now attaining the highest grades is well above average. The A-level results in 2011
were the best ever, with 65% of students gaining grades A* to B and notable
performances in French, computing, politics, psychology, further mathematics and
Predominantly good, and some outstanding, teaching enables students to make good
progress and achieve extremely well. While school leaders correctly judge the overall
quality of teaching to be good, they acknowledge that there still remains some
inconsistency in practice. Similarly, while most teachers mark students’ work
regularly, and give detailed guidance on how to improve and achieve higher grades,
this is not consistent across all subjects.
Care, guidance and support are good, including provision for the small proportion of
students with special educational needs and/or disabilities and those who speak
English as an additional language. Although the number of these students is small,
they are well supported by learning mentors and peer mentors who ensure their full
integration into the school.
Leaders and managers have a very good understanding of the school’s strengths and
areas for further improvement. Targets are demanding, with a strong focus on
raising the proportion of students attaining the highest grades. School self-evaluation
is accurate and the school knows exactly what to do further to sustain its journey
towards excellence. Actions taken to improve teaching and strengthen subject
leadership have already brought about improvements. There is a clear track record
of improvement since the last inspection, confirming that the school’s capacity to
sustain further improvements is good.
What does the school need to do to improve further?
- Increase the proportion of teaching that is outstanding still further by:
making better use of available data to identify trends and track the
performance of different groups
ensuring that there is a sharper match of work to students’ changing
levels of attainment and skills
giving students more responsibility for their own learning by encouraging
them to be more active and inquisitive in class.
Students’ attainment in both GCSE and A-level examinations is well above the
national averages. The school’s results have increased considerably since the last
inspection, especially in the proportion of students gaining the highest grades. The
school’s data and lesson observations confirm that students make good progress.
The small numbers of students who speak English as an additional language and
those with special educational needs and/or disabilities also make good progress as a
result of the targeted support and personalised intervention they receive, Students’
achievement overall is outstanding.
Students learn well, particularly where teachers have planned purposeful activities
which extend their knowledge and understanding and help them to learn
independently. Students make the best progress where they are able to explore new
ideas or concepts and build on existing knowledge. For example, in a Year 10
electronics lesson, students were challenged to investigate different components on
a circuit board without any prior knowledge. Their positive attitudes, as well as their
enthusiasm, motivation and engagement, supported their learning and resulted in
their better understanding of the workings of a circuit board.
In a very small minority of lessons, where progress is no more than satisfactory,
tasks are not sufficiently challenging or teachers sometimes over-direct what
students do. In a few lessons, students are not always actively engaged in their own
learning and reflecting on what they have achieved and how to improve.
Attendance is above average, with no differences in attendance rates for different
groups, although the data available are not used sufficiently to identify trends and
track different groups. Discussions with students and responses to the questionnaires
confirm that they enjoy school and feel safe. Exclusion rates are low and students’
good behaviour makes a positive contribution to their learning. The school achieved
Healthy School status in 2009 and students respond well to health promotion
strategies, including designing their own healthy sports drink, extra-curricular lessons
in healthy cooking and inter-house cooking competitions. Students participate
enthusiastically in physical education lessons and there is a large take-up for a range
of extra-curricular sport.
Good spiritual, moral, social and cultural development ensures that students are
involved in a wide range of artistic, sporting and cultural activities both within and
beyond the school. Students are confident and keen to take on responsibilities and
leadership roles within the school, including as house officials and representation on
the school council. Younger students welcome the support of older students in the
recently introduced mixed-age tutor groups. Students demonstrate empathy and
respect for each other and make generous contributions to charities, including a local
hospice, cancer research and Help for Heroes. Their knowledge and respect for other
cultural heritages is evidenced through assemblies and their sponsorship of students
|Outcomes for individuals and groups of pupils||2|
These are the grades for pupils’ outcomes
|Pupils’ achievement and the extent to which they enjoy their learning |
Taking into account:
The quality of pupils’ learning and their progress
The quality of learning for pupils with special educational needs and/or disabilities
and their progress
|The extent to which pupils feel safe||2|
|The extent to which pupils adopt healthy lifesty les||2|
|The extent to which pupils contribute to the school and wider community||2|
|The extent to which pupils develop workplace and other skills that will |
contribute to their future economic well-being
Taking into account:
|The extent of pupils’ spiritual, moral, social and cultural development||2|
How effective is the provision?
The quality of teaching and teachers’ engagement with students and their learning
are good. Relationships between teachers and students are supportive and
The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average;
and 4 is low
expectations are high. Teachers’ subject knowledge is strong and they have a good
awareness of examination requirements. In the best lessons, students are actively
involved in their learning and encouraged to be more inquisitive and ask probing
questions. In the outstanding lessons observed, students rise to the high level of
challenge set by the teacher. For example in a Year 10 computing lesson, students
made excellent use of extensive resources and the internet to research local
landmarks and provide appropriate advertising materials. The students’ enthusiasm
for the task and the teacher’s well-considered interventions significantly raised the
quality of their presentations. In a small minority of lessons, students have fewer
opportunities to contribute or discover for themselves, as question-and-answer
sessions are too brief and input from the teacher dominates the lesson.
Assessment is good and teachers’ marking offers useful feedback on how students
might improve their work. The school’s databases are used effectively to track the
progress of individual students and support any who are potentially underperforming
against expectations. The quality of information on individual students is exemplary
but the data to identify trends and track the performance of different groups are
The school has developed its curriculum exceptionally well through undertaking
thorough research on existing good practice and experimentation leading to
innovation. For example, the fast tracking of Year 9 students into Year 10 has proved
to be successful and motivating. The curriculum makes a very positive contribution to
students’ enjoyment of school, to their achievement and to their personal
development. This is reflected, for example, through the well-attended extra-
curricular activities in conjunction with the school’s specialism, which has been
recognised in the recently awarded Quality Mark for Extended Services.
Care, guidance and support are good, and procedures to support students are
effective and contribute significantly to their confidence and self-esteem as well as
their good behaviour. The quality and accessibility of information, advice and
guidance, including careers advice, are strong but not sufficiently focused on
different groups. Transition arrangements are very well supported, with strong links
to partner primary schools and a comprehensive programme of preparation for
higher education, including advice on how to develop valued skills and experiences.
Strong partnerships with external agencies provide additional support for the most
These are the grades for the quality of provision
|The quality of teaching |
Taking into account:
The use of assessment to support learning
|The extent to which the curriculum meets pupils’ needs, including, where |
relevant, through partnerships
|The effectiveness of care, guidance and support||2|
How effective are leadership and management?
Leaders and managers are highly regarded by students, staff and parents. Self-
evaluation is accurate and there is a clear vision for the school and a determination
to improve academic standards further. Challenging targets have been set and
students’ attainment has improved since the last inspection, notably in mathematics
and in the proportion of students achieving the highest grades in GCSE and A-level
examinations. However, leaders acknowledge that there is more to be done to
ensure consistently outstanding practice in planning, teaching, learning and
assessment. As a result of the successful strategies to develop the role of middle
managers, they are now more actively involved in taking responsibility for
departmental evaluation and raising achievement.
The governing body is active in shaping the direction of the school. Discussions and
minutes of meetings confirm that they are well informed and make a strong
contribution to the work and direction of the school. They discharge all statutory
duties effectively and use their highly productive and open partnership with senior
leaders to provide challenge and support.
The school enjoys excellent relationships with parents and carers. Consultation is
regular and exceptionally well organised to ensure that parents’ and carers’ views are
known, for example through the use of parental questionnaires. The principal’s blog
offers school and community news as well as providing guidance on the ways in
which parents and carers can support their children. Parents’ access to data ensures
strong links between school and home.
Safeguarding procedures are thorough and robust, with exemplary attention given to
child protection issues. Students, staff and governors are involved in working parties
to inform policy and develop action plans. All staff receive regular and rigorous child
protection and e-safety training, although records relating to health and safety and
some risk assessments are not all up to date.
Equality of opportunity is good and the school has worked hard to promote equality
across the school. Students talk confidently about action to combat bullying,
including homophobic bullying and racist incidents. The promotion of community
cohesion is good and the school knows its students very well. Students are well
represented in local volunteer groups such as the Sea Scouts, Air Training Corps and
the St John Ambulance Service, as well as in community project work as part of their
Duke of Edinburgh’s Award. Expeditions are a regular feature of the school calendar,
including trips to America, Barbados, France and Holland. The breadth of experiences
helps to ensure students’ understanding of different communities and raises their
awareness, confidence and self-esteem.
These are the grades for leadership and management
|The effectiveness of leadership and management in embedding ambit ion and |
driv ing improveme nt
Taking into account:
The leadership and management of teaching and learning
|The effectiveness of the governing body in challenging and support ing the |
school so that weaknesses are tackled decisively and statutory responsibilities
|The effectiveness of the school’s engagement with parents and carers||1|
|The effectiveness of partnerships in promoting learning and well-being||1|
|The effectiveness with which the school promotes equality of opportunity and |
|The effectiveness of safeguarding procedures||2|
|The effectiveness with which the school promotes community cohesion||2|
|The effectiveness with which the school deploys resources to achieve value for |
Attainment on entry to the sixth form is above that seen nationally. Students make
good progress overall to achieve results in AS and A -level examinations which are
well above the national averages. Students’ achievement has improved significantly
in recent years, with a particularly marked improvement in the 2011 examination
results and confirmed during lesson observations. Students enjoy their time in the
sixth form, as reflected in high levels of attendance and retention rates.
Students make a positive contribution to the school and appreciate the opportunities
to involve themselves as school prefects, house captains and sports leaders as well
as offering one-to-one support to Year 7 students in a variety of subjects. Outside of
school, they undertake voluntary work within the local community, including work
with partner primary schools as part of the school’s sports specialism.
Teaching and learning are good. Students enjoy their lessons and value the positive
relationships which they enjoy with their teachers. Lesson planning is thorough but
does not always take sufficient account of the available data to cater effectively for
the whole spread of ability in the class. Students receive constructive feedback on
their progress and how they might improve. They understand their targets and are
clear about what they must do to meet them.
The curriculum is broad and varied, with subjects such as psychology, sociology and
BTEC sport introduced recently to meet the differing aspirations of students. The
offer is extended as a result of collaborative arrangements with local schools and
enriched with a wealth of extra-curricular activities. Care, guidance and support are
good and students benefit from high levels of personal and academic support
provided by subject leaders and the heads of house. However, insufficient use is
made of the data available to identify trends and track the performance of different
Leadership and management in the sixth form are good. Sixth form leaders have a
clear understanding of the strengths and areas for improvement in the sixth form as
well as a commitment to improving academic standards further. Students’ attainment
has improved since the last inspection and the data confirm sustained improvement
over time, with the 2011 examination results being the best on record.
These are the grades for the sixth form
|Overall effectiveness of the sixth form |
Taking into account:
Outcomes for students in the sixth form
The quality of provision in the sixth form
Leadership and management of the sixth form
Views of parents and carers
Although a lower than average proportion of parents and carers responded to the
Ofsted questionnaire, inspectors also saw evidence of the school’s own highly
effective systems for gathering parents’ views, which were equally positive. Most
parents and carers are highly supportive of the school and the quality of education it
provides. The overwhelming majority agree that that their child is safe at school and
most agree that their child enjoys school and they are well informed about their
child’s progress and helped to support their child’s learning. They were similarly
supportive of the quality of teaching and the leadership and management of the
school. A number made extremely positive comments, particularly with regard to the
school’s arrangements for transition into the school and the quality of
communication, including their access to data via the school’s intranet. A few
responses raised concerns about behaviour and progress. The inspection team found
that behaviour was good, and progress good and improving.
Responses from parents and carers to Ofsted’s questionnaire
Ofsted invited all the registered parents and carers of pupils registered at The Harvey Grammar
School to complete a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agree d with 13
statements about the school.
The inspection team received 119 completed questionnaires by the end of the on-site inspection. In
total, there are 881 pupils registered at the school.
The table above summarises the responses that parents and carers made to each statement. The
percentages indicate the proportion of parents and carers giving that response out of the total number
of completed questionnaires. Where one or more parents and carers chose not to answer a particular
question, the percentages will not add up to 100%.
|My child enjoys school||54||45||55||46||8||7||1||1|
|The school keeps my child |
|The school informs me about |
my child’s progress
|My child is making enough |
progress at this school
|The teaching is good at this |
|The school helps me to |
support my child’s learning
|The school helps my child to |
have a healthy lifestyle
|The school makes sure that |
my child is well prepared for
the future (for example
changing year group,
changing school, and for
children who are finishing
school, entering further or
higher education, or entering
|The school meets my child’s |
|The school deals effectively |
with unacceptable behaviour
|The school takes account of |
my suggestions and
|The school is led and |
|Overall, I am happy with my |
child’s experience at this
What inspection judgements mean
|Grade 1||Outstanding||These features are highly effective. An outstanding |
school provides exceptionally well for all its pupils’ needs.
|Grade 2||Good||These are very positive features of a school. A school |
that is good is serving its pupils well.
|Grade 3||Satisfactory||These features are of reasonable quality. A satisfactory |
school is providing adequately for its pupils.
|Grade 4||Inadequate||These features are not of an acceptable standard. An |
inadequate school needs to make significant
improvement in order to meet the needs of its pupils.
Ofsted inspectors will make further visits until it
Overall effectiveness of schools
|Overall effectiveness judgement (percentage of schools)|
|Type of school||Outstanding||Good||Satisfactory||Inadequate|
|Pupil referral |
New school inspection arrangements were introduced on 1 September 2009. This means that
inspectors now make some additional judgements that were not made previously.
The data in the table above are for the period 1 September 2010 to 08 April 2011 and are consistent
with the latest published official statistics about maintained school inspection outcomes (see
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Percentages are rounded and do not always add exactly to 100.
Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in
secondary schools, special schools and pupil referral units.
Common terminology used by inspectors
Achievement: the progress and success of a pupil in their
learning, development or training.
Attainment: the standard of the pupils’ work shown by test and
examination results and in lessons.
Capacity to improve: the proven ability of the school to continue
improving. Inspectors base this judgement on what
the school has accomplished so far and on the
quality of its systems to maintain improvement.
Leadership and management: the contribution of all the staff with responsibilities,
not just the headteacher, to identifying priorities,
directing and motivating staff and running the
Learning: how well pupils acquire knowledge, develop their
understanding, learn and practise skills and are
developing their competence as learners.
Overall effectiveness: inspectors form a judgement on a school’s overall
effectiveness based on the findings from their
inspection of the school. The following judgements,
in particular, influence what the overall
effectiveness judgement will be.
- The school’s capacity for sustained
- Outcomes for individuals and groups of
- The quality of teaching.
- The extent to which the curriculum meets
pupils’ needs, including, where relevant,
- The effectiveness of care, guidance and
Progress: the rate at which pupils are learning in lessons and
over longer periods of time. It is often measured
by comparing the pupils’ attainment at the end of a
key stage with their attainment when they started.
17 September 2011
Inspection of The Harvey Grammar School, Folkestone CT16 5JY
On behalf of the inspectors who visited your school recently, I am writing to say how
much we enjoyed meeting and talking to you in your lessons and around the school.
We noted your positive responses in the student questionnaires confirming that you
enjoy school, feel safe and learn a lot in lessons. We have taken your views and
those of your parents and carers, and school staff into account in arriving at our
judgement that your school, including the sixth form, is good. Some aspects of the
school’s work are outstanding.
Examination results are high and you are making good progress in your academic
and personal development. The quality of teaching and learning is good and the
curriculum is innovative and tailored to your needs. Care, guidance and support are
good, with strong links to partner primary schools and higher education providers.
The leadership of the school is good and we have every confidence that with your
continued help, the school will continue to grow from strength to strength.
We have asked your teachers to increase the proportion of teaching that is
outstanding still further by making better use of the data that are available to
identify trends and track the performance of different groups. We also think that you
should be given more responsibility for your own learning and we want you to be
more active and inquisitive in class.
Once again, thank you for your contribution to the inspection and very best wishes
for your future success and happiness.