Mount Grace School, located in Potters Bar, Hertfordshire, underwent an inspection on November 2 and 3, 2022. The overall effectiveness of the school was rated as requiring improvement, with similar ratings for the quality of education, behavior and attitudes, personal development, and leadership and management. However, the sixth-form provision was rated as good. This inspection marked the first routine evaluation since the onset of the COVID-19 pandemic, and the new headteacher had taken up the role in April 2022.
Pupils at Mount Grace School have access to various support systems for their concerns, including the pastoral hub and the oasis center. Most students report feeling happy and safe, although a minority struggle to express their worries. The school offers an ambitious curriculum that builds knowledge over time, with engaging practical activities in subjects like design and technology. However, some pupils, particularly those with special educational needs and disabilities, do not consistently receive the support they need to grasp the material being taught. This is attributed to teachers not adequately checking pupils' understanding before progressing.
The learning environment is generally free from disruption, and students have expressed increased confidence in the new headteacher's approach, noting improvements in behavior. Nonetheless, some students still have concerns about behavior in certain areas of the school. Leaders have involved teachers in designing the curriculum, ensuring it is broad and balanced, including vocational and academic options in the sixth form. However, the effectiveness of curriculum delivery varies among teachers, with some lacking the necessary support to implement it consistently.
Assessment practices are inconsistent, leading to gaps in pupils' knowledge and understanding. This issue is less prevalent in the sixth form, where experienced teachers effectively use assessments to adapt their teaching. While leaders identify the needs of pupils with SEND, the implementation of support strategies by teachers is inconsistent, resulting in varying levels of assistance for these students.
The school has made strides in promoting reading, with a structured approach to high-quality texts in the English curriculum and guided reading opportunities. Behavior management strategies have been put in place, and leaders are visible in addressing poor behavior. However, persistent absence and suspension rates remain high, indicating that some pupils miss out on learning opportunities.
Mount Grace School offers a range of extracurricular activities, including music and sports, and has a summer school to help new students acclimate. The personal, social, and health education program is appropriate, covering relationships and British values, with well-developed careers education in the sixth form. However, the school has not adequately consulted parents regarding the relationships and sex education policy, which is a statutory requirement.
The safeguarding arrangements are effective, with staff trained to identify needs and follow up on concerns appropriately. While most pupils feel safe, a small minority express worries about their safety, prompting leaders to implement various strategies to address these concerns.
To improve, the school must ensure that all teachers consistently use assessment to check pupils' understanding and provide necessary support. Additionally, leaders need to ensure that strategies for supporting pupils with SEND are consistently applied in lessons. Governors must also ensure that the school meets its statutory duties regarding the relationships and sex education policy. Overall, while there are areas of strength, significant improvements are needed to enhance the educational experience at Mount Grace School.
