Heworth Grange School is currently undergoing a transformation aimed at improving its overall effectiveness, which has been rated as requiring improvement. Since the previous inspection, there have been significant changes in leadership across all levels, with leaders from the trust actively driving improvements. Most pupils express positive sentiments about the changes they are witnessing, although challenges remain, particularly regarding behavior during break and lunchtime, where some pupils exhibit boisterous behavior that is not consistently challenged by all teachers.
The school leadership is committed to fostering a respectful culture and has prioritized anti-bullying initiatives. Pupils demonstrate an understanding of what constitutes bullying and know how to report it, with many indicating they have trusted adults to turn to. However, there are concerns that bullying is not always addressed effectively, with some pupils feeling that responses to incidents can be inconsistent among staff.
Leaders have a clear understanding of the school's priorities and are dedicated to enhancing the academic success of all pupils. While many students are beginning to adopt positive attitudes towards their learning, the rising expectations set by leaders are not yet fully reflected in classroom practices. The curriculum has been a focal point in the school improvement plans, with leaders receiving training to design an effective curriculum. However, the implementation varies across subjects, and some teachers do not consistently assess pupil understanding, leading to gaps in learning that are not promptly addressed.
Support for pupils with special educational needs and disabilities is improving, with evidence of effective support in subjects like history and English. However, this level of support is not uniformly applied across the curriculum. Older pupils report that behavior is improving, and Year 7 students describe the school as friendly. Nonetheless, disruptions in some lessons due to the behavior of a minority of pupils persist, and expectations for behavior vary among teachers.
Leaders are closely monitoring pupil behavior and have implemented systems to address concerns, resulting in a reduction in suspensions. However, some pupils' behavior is not improving as quickly as desired. The introduction of a new curriculum focused on personal development is underway, with older pupils acknowledging the clarity of messages regarding consent and harassment. Despite this, some pupils have not yet received comprehensive education on topics essential for life in modern Britain.
The school offers a wide range of extracurricular activities that are well-attended and appreciated by pupils. Leaders have established a robust careers provision for pupils from Year 7 to Year 11, ensuring that those with special educational needs receive additional guidance. The school meets the requirements of the Baker Clause, providing information about technical education and apprenticeships.
Leaders are aware of the areas needing improvement and are ambitious for the school's future. Staff generally feel supported during this transition, but there is a need for more consistent monitoring of teaching and behavior to address existing inconsistencies. The safeguarding arrangements are effective, with leaders prioritizing pupil safety and well-being. Staff deliver clear messages about safety, and the safeguarding team collaborates closely to manage pupil needs.
In summary, while Heworth Grange School is on a path of improvement with dedicated leadership and a commitment to enhancing the educational experience, challenges remain in behavior management, curriculum implementation, and ensuring consistent support for all pupils. The school is actively working to address these issues to foster a more positive and effective learning environment.
