Thetford Grammar School

Thetford Grammar School, located in the heart of Thetford, Norfolk, is a co-educational institution that offers both day and boarding options for students aged 3 to 19. The school operates across two sites, separated by a road, and includes a preparatory school and a senior school, which features a sixth form catering for approximately 40 pupils. The school is owned by China Financial Services, with Thetford Grammar School Ltd functioning as a subsidiary. The current headteacher, Mrs. Amanda Faye, assumed her role in September 2023.

The school has a diverse student body, with a total enrollment of 203 pupils, including 14 boarders, most of whom come from overseas. The boarding house accommodates both male and female students, while some senior pupils are placed with host families. The early years setting, which includes a nursery, is integrated into the preparatory school. The school identifies 51 pupils as having special educational needs and/or disabilities, with nine students holding an education, health, and care plan. Additionally, 19 pupils are classified as having English as an additional language.

Thetford Grammar School aims to provide a personalized education that celebrates and supports each child as an individual, challenging them to achieve and grow. The school emphasizes a stimulating curriculum and excellent pastoral care to facilitate the highest possible academic achievement and personal development. Furthermore, it seeks to cultivate an international outlook among pupils, preparing them for success beyond school and inspiring them to contribute positively as global citizens.

The recent inspection conducted by the Independent Schools Inspectorate from September 19 to 21, 2023, evaluated the school’s adherence to the Independent School Standards. The inspection team comprised five inspectors who engaged with the headteacher, senior leaders, and staff, observed lessons, and reviewed documentation and pupil work. The findings highlighted several strengths and areas for improvement.

Leaders at Thetford Grammar School ensure that pupils receive a well-rounded education across various curriculum areas. Teachers demonstrate secure subject knowledge and plan lessons effectively, providing regular feedback that aids pupil learning. However, the inspection noted that activities in lessons do not consistently challenge more able pupils, indicating a need for enhanced differentiation in teaching strategies.

The school has made progress since the previous inspection, particularly in utilizing data to evaluate pupil progress. This data indicates that pupils, especially those with special educational needs and lower prior attainment, make good overall progress. Specialist staff provide informed and individual support, contributing to positive outcomes for these groups. However, the preparatory school curriculum offers too few opportunities for practical exploration, which is essential for fostering independent learning skills among younger pupils.

The school promotes a culture of mutual trust and respect, with pupils reporting minimal instances of discriminatory language or behavior. Teachers clearly communicate behavioral expectations, and most pupils adhere to these standards. Nonetheless, a small number of senior pupils do not consistently meet these expectations.

The personal, health, and social education (PHSE) program, which includes relationships and sex education (RSE) and careers guidance, effectively prepares pupils for their future lives. The school prioritizes the physical and mental health of all pupils, fostering an inclusive environment where students from diverse backgrounds integrate well.

While the premises and facilities are maintained to an adequate standard, the inspection identified issues related to the storage of cleaning materials and the need for a comprehensive risk assessment to address site security concerns. The school has not fully implemented effective risk management strategies, leading to some unmet standards in this area.

Staff demonstrate a solid understanding of their safeguarding responsibilities and take appropriate action when necessary. The culture of safeguarding within the school is effective, characterized by vigilance and early reporting. However, minor errors in recording recruitment checks were noted during the inspection, which were addressed promptly.

In terms of leadership and management, the school has a clear understanding of its strengths and areas for development. The previous recommendation to utilize assessment data consistently has been successfully addressed, although there are still inconsistencies in the progress of more able pupils. Leaders have introduced initiatives to enhance the strategic oversight of teaching and learning, but these have not yet been fully implemented.

The school’s aims, ethos, and principles are well communicated to parents and staff, and they are evident in practice. The school provides tailored education for most pupils, although some more able students do not receive consistent challenges. The leadership team ensures that each child is supported as an individual, delivering a high level of pastoral care.

The boarding provision is well managed, with staff effectively integrating overseas pupils into the school community. The leadership of boarding staff is competent, and many are pursuing further training to enhance their skills. The school fulfills its responsibilities under the Equality Act 2010, improving accessibility for all pupils.

The school’s governance structure includes a director of education and an advisory board that monitors key areas such as safeguarding and academic performance. However, minor oversights in the central register of appointments were not identified during the review process.

The curriculum is designed to provide pupils with a broad range of experiences, promoting fundamental British values and respect for others. While the overall progress of pupils is good, opportunities to challenge more able students are sometimes missed. The school ensures effective support for pupils with specific needs, including those for whom English is an additional language.

Pupils in the sixth form are self-motivated, and lessons are well tailored to their needs. The school offers a wide range of extracurricular activities that enhance pupils’ emotional, social, and creative skills. Many students excel in art, music, and drama, and programs like The Duke of Edinburgh’s Award Scheme effectively develop leadership and life skills.

The school’s commitment to pupils’ physical and mental health is evident in its varied extracurricular program, which includes physical, creative, and contemplative activities. The PSHE and RSE programs are age-appropriate and contribute to pupils’ self-knowledge and confidence.

Overall, Thetford Grammar School meets many of the Independent School Standards, particularly in the quality of education, training, and recreation. However, there are areas for improvement, particularly in leadership and management, as well as the maintenance of premises and site security. The school is encouraged to continue its efforts to enhance the curriculum for more able pupils and to ensure that all areas of the site are well maintained and secure. The inspection report provides a comprehensive overview of the school’s performance and outlines the necessary steps for continued improvement.