Lady Lumley’s School, located in Pickering, North Yorkshire, has been evaluated as a good educational institution following its inspection on April 9 and 10, 2024. The school, which operates under the Coast and Vale Learning Trust, is led by headteacher Clair Foden and overseen by CEO Paul Tarn and a board of trustees chaired by John Riby. The school serves students aged 11 to 18 and has a current enrollment of approximately 800 pupils, including 105 in the sixth form.
The school promotes a motto of ‘be our best,’ which is reflected in its commitment to providing a broad and balanced curriculum. In 2023, students at Lady Lumley’s School demonstrated progress comparable to their peers in national assessments. However, it was noted that pupils from disadvantaged backgrounds tend to achieve less well than their classmates. Recent curriculum changes have aimed to foster a sense of belonging among students, encouraging them to appreciate the diversity of modern Britain. This is facilitated through various programs, including form time reading, assemblies, and a life curriculum. Despite these efforts, some students still exhibit gaps in their understanding of fundamental British values and the protected characteristics outlined in the Equality Act 2010.
The behavior of pupils is generally positive, with a calm atmosphere observed in classrooms and during social times. While instances of bullying and derogatory language do occur, the school takes these matters seriously and responds promptly to address any issues. Students in the sixth form express pride in their school, highlighting the supportive relationships they have with staff, with one student describing the environment as akin to being part of a family.
The school has made significant strides in developing an ambitious curriculum, particularly for students with special educational needs and disabilities. Curriculum leaders have clearly identified essential knowledge for students, and teachers often connect new content to prior learning. However, there are inconsistencies in the use of assessment to check understanding, leading to some students struggling to recall important knowledge in certain subjects.
A culture of reading is being established, with leaders carefully selecting books for students and providing necessary support for those needing help with reading. Sixth-form students also contribute by acting as reading buddies. Pupils with special educational needs receive appropriate support, ensuring they study the same curriculum as their peers, with teachers adapting their methods to meet individual needs.
While the school has prioritized personal development to combat historical issues of intolerance, some students still lack a comprehensive understanding of British values and occasionally use inappropriate language. Attendance rates are below average, including in the sixth form, and while the school has made progress with some students, further efforts are needed to improve overall attendance.
The leadership team has a shared vision for the school, and significant improvements have been noted in recent years. However, not all leaders effectively analyze information to inform their actions, particularly regarding attendance strategies and oversight of off-site alternative provisions. Staff report feeling well-trained and valued, contributing to a positive working environment.
The safeguarding arrangements at Lady Lumley’s School are effective, with pupils well-supervised, including in alternative provisions. The school is currently enhancing access arrangements and operational matters related to these provisions. Overall, while the school demonstrates many strengths, there are areas for improvement, particularly in ensuring consistent assessment practices, enhancing attendance strategies, and deepening students' understanding of British values.
