Beverley Grammar School
Catchment Area, Reviews and Key Information

Post 16
11 - 18
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Can I Get My Child Into This School?

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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data 2021, ONS

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The areas from which pupils are admitted to a school can change from year to year to reflect the number of siblings and pupils admitted under high priority admissions criteria.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

How Does The School Perform?

4 1 1 2 3 4
Ofsted Inspection
Full Report - All Reports
5+ GCSEs grade 9-4 (standard pass or above) including English and maths

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Per month

Progress Compared With All Other Schools

UNLOCK Well Below Average (About 12% of schools in England) Below Average (About 20% of schools in England) Average (About 37% of schools in England) Above Average (About 17% of schools in England) Well Above Average (About 14% of schools in England) UNLOCK Well Below Average (About 5% of schools in England) Below Average (About 25% of schools in England) Average (About 48% of schools in England) Above Average (About 17% of schools in England) Well Above Average (About 5% of schools in England)

School Results Over Time

2017 2018 2019 UNLOCK

% of pupils who achieved 5+ GCSEs grade 9-4
2017 2018 2019 UNLOCK

% of pupils who achieved GCSE grade 5 or above in both English and maths
2017 2018 2019 UNLOCK

% of pupils who achieved 3 A levels at AAB or higher

These results over time show historic performance for key exam results. We show pre-pandemic results as the fairest indicator of whether performance is up, down or stable

HU17 8NF

School Description

Beverley Grammar is a remarkably inclusive, friendly and welcoming school. It is an exciting place to learn. Expectations are high. Pupils are polite, articulate and courteous. They live the school’s values of confidence, ambition, resilience and empathy. Pupils love coming to school. They attend well. Pupils follow an ambitious and engaging curriculum. In class, pupils relish taking part in lively debates. They gain deep knowledge and understanding in a wide range of subjects. Pupils achieve exceptionally well. This includes students in the sixth form. A strong and caring ethos permeates the school. Respectful relationships and leaders’ high expectations means that pupils behave extremely well. Pupils are happy and feel safe. School records show that bullying is rare. Pupils and parents agree. When it happens, pupils are confident that adults will sort it out quickly. Leaders provide pupils with a wide range of experiences. These enrich and enhance pupils’ learning. Alongside the many sports-based activities, pupils attend drama, and music clubs. Some post-16 students proudly lead enrichment clubs. This helps to develop their leadership skills. Pupils take pride in all they achieve. Parents and carers are positive about the quality of education that their children receive. One parent’s comment, echoed by many, said ‘My son comes home every day buzzing about school.’ What does the school do well and what does it need to do better? The headteacher, governing body and senior leadership team are inspirational. They, along with staff, are resolute in their determination to raise achievement and develop pupils’ character. The quality of education that pupils receive is outstanding. Pupils gain an impressive range of knowledge and skills over time at the school. Leaders have established an ambitious curriculum. Subject leaders have thought carefully about what they want pupils to learn and when. Teachers use their excellent subject knowledge to plan sequences of lessons that build knowledge over time. They provide pupils with frequent opportunities to revisit previously taught content. Pupils value ‘dedicated improvement time’ where they refine and make improvements to their work. As a result, pupils remember the most important information they have learned. The support for pupils with special educational needs and/or disabilities (SEND) is exceptional. The special educational needs coordinator (SENCo) assesses and identifies pupils’ additional needs well. Teachers and teaching assistants are highly skilled at adapting the curriculum to meet pupils’ needs. Because of this, pupils with SEND flourish and achieve well. Inspection report: Beverley Grammar School 29 and 30 September 2021 2 Staff have high expectations. Pupils rise to these. They value learning and take pride in their work. Pupils listen carefully to their teachers and to one another. Leaders expect pupils to behave exceptionally well and they do. Pupils’ attendance is high and the number of times that a pupil is excluded for not meeting expectations of behaviour is low. The promotion of pupils’ personal development is exemplary. The personal, social and health education curriculum includes ‘civics’ lessons which are well planned. This helps to build pupils’ self-esteem and confidence considerably. Pupils speak with conviction about being a good citizen and the importance of mental health. They are knowledgeable about democracy, respect and equality. Pupils show respect to each other, adults and visitors. Leaders ensure that learning extends beyond the classroom. Pupils, including students in the sixth form, receive exciting opportunities including residential trips, visits to local museums, art galleries and theatres. Staff provide pupils with high-quality advice and guidance about their potential next steps in employment, education and training. Staff are committed to pupils aiming high when choosing potential careers. In 2021, all Year 11 pupils completed their GCSE courses and progressed into employment, education or training. In the sixth form, leaders have designed an ambitious curriculum to meet the needs of students. Expert teachers deliver the curriculum. This enables students to deepen their knowledge and understanding. Students achieve well in all subjects. They receive exceptional guidance on their next steps and benefit from work experience. They are very well prepared for future education and employment. Students behave and attend very well. They are excellent role models for younger pupils. Staff are rightly proud to work at this school. They speak highly about the quality training and support they receive. They appreciate senior leaders’ ‘open-door’ policy. They say leaders genuinely care about their well-being as that of pupils. As one teacher stated, ‘We love our jobs and we are a team.’ Safeguarding The arrangements for safeguarding are effective. Leaders and governors make sure that safeguarding is a high priority. The right checks are completed on staff before they start to work at the school. Staff receive regular safeguarding training and updates. They know the potential issues that pupils can face in the community. They are knowledgeable about keeping pupils safe. Leaders and staff are vigilant. Safeguarding concerns are dealt with thoroughly. Staff with designated responsibility for safeguarding know pupils and their families well. They are tenacious in their work to get the right support for vulnerable pupils and families. Pupils are taught and know how to keep themselves safe.

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