Barton Court Grammar School, located in Canterbury, Kent, underwent an inspection on February 11 and 12, 2020. The overall effectiveness of the school was rated as good, with specific areas such as behaviour and attitudes, personal development, and leadership and management receiving outstanding ratings. The quality of education was also deemed good, while the sixth-form provision was rated good as well. The previous inspection in March 2014 had awarded the school an outstanding grade, and the recent evaluation reflects changes in the school and the current inspection framework.
The school has not been inspected for nearly six years, exceeding the five-year maximum interval due to legislative changes in 2011 that exempted outstanding schools from routine inspections. The inspection team found that the school is a harmonious community where pupils respect each other and have no concerns about bullying. Students are eager to learn, with attendance rates above national averages. The passion of teachers for their subjects inspires pupils, who engage actively in lessons and demonstrate strong concentration with minimal disruption.
Leaders and teachers maintain high expectations for pupils, and most students meet these challenges, achieving well across the curriculum. However, some pupils require additional support to reach their targets. The school offers a wide range of enrichment opportunities, including participation in local and national competitions and various clubs and sports teams. Many pupils take on responsibilities within the school, contributing to a vibrant school culture.
The school leaders have a clear vision for an ambitious academic curriculum, ensuring that pupils study a broad range of subjects in depth. Most pupils pursue GCSE subjects that comprise the English Baccalaureate, and their attainment is well above the national average. Subject leaders effectively plan the curriculum, ensuring that pupils build on prior knowledge. Teachers expect hard work from students, and the majority are engaged and diligent, leading to meaningful discussions that enhance learning.
While assessment practices are generally effective, there are instances where teachers do not thoroughly check pupils' understanding before progressing. This can result in some students, particularly those with special educational needs and disabilities, falling behind or repeating mistakes. Additionally, the school has made strides in personal, social, health, and economic education, linking topics to other subjects to enrich pupils' understanding of cultural and social issues.
The sixth-form provision has improved, with a wider range of courses that align better with students' interests. Teaching in the sixth form is strong, leading to high attainment. However, there is a need for better tracking of students' participation in non-qualification activities to enhance their personal development. Some students feel less involved in school life, indicating an area for improvement.
Governors and leaders are proactive in addressing weaknesses, such as enhancing leadership and teaching in mathematics. Staff report feeling supported in their well-being and workload, with ample training opportunities available. Most parents express positive views about the school, appreciating the academic and enrichment opportunities provided.
The safeguarding arrangements are effective, with well-organized records and trained staff who know how to respond to concerns. Leaders prioritize mental health support for both pupils and staff. To improve, the school must ensure that all pupils, including those with special educational needs, fully grasp the knowledge taught and can apply it in various contexts. Additionally, promoting meaningful non-qualification activities in the sixth form will further support students' personal development and readiness for future endeavors.
