Beverley Grammar School A GSG School
- Beverley Grammar School
Queensgate
Beverley
East Riding of Yorkshire
HU17 8NF - Head: Gavin Chappell
- T 01482 881531
- F 01482 881564
- E admin@beverleygrammar.co.uk
- W www.beverleygrammar.co.uk
- A mainstream state school for boys aged from 11 to 18 and for girls aged from 16 to 18.
- Boarding: No
- Local authority: East Riding of Yorkshire
- Pupils: 861; sixth formers: 231 (including 116 girls in joint sixth form)
- Religion: Non-denominational
- Review: View The Good Schools Guide Review
-
Ofsted:
- Latest Overall effectiveness Outstanding 1
- 16-19 study programmes Outstanding 1
- Outcomes for children and learners Outstanding 1
- Quality of teaching, learning and assessment Outstanding 1
- Personal development, behaviour and welfare Outstanding 1
- Effectiveness of leadership and management Outstanding 1
- 1 Full inspection 29th September 2021
- Previous Ofsted grade: Good on 15th April 2015
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
The acronym CARE keeps it simple and says it all – confidence, ambition, resilience, empathy – and there are masses of reminders of its importance to the school ethos and values. The head is ‘proper good,’ say the boys – huge respect all round. ‘He knows everyone and everything,’ they add. Very strong on sport ('you name it, we do it') – football and rugby (both union and league are a must in this location); national competitors at athletics; badminton and the legendary steeplechase devised by the PE department in which a sandpit replaces the water...
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What The Good Schools Guide says
Headteacher
Since 2015, Gavin Chappell PGCE (Hull) NPQH, previously head of The Market Weighton School. Originally from Louth in Lincolnshire, he spent 10 years in Essex which explains the wandering north/south/hard to place accent. He has a son at the school and a daughter at Beverley High. He joined following a turbulent time during which the school lost its outstanding status, it has now been upgraded from 'requires improvement' to 'good'. It’s a familiar journey for this head who, during his four years in post, took his previous school out of special measures. Plenty of energy evident, he has worked hard to bring staff and boys on board, sensibly working with them to get buy-in and appears now to be steering a much happier and more effective ship. Enormously popular with the boys, ‘even the...
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Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
Special Education Needs
We have a large and successful Learning Support department which prides itself on its open, caring and inclusive ethos in which support is available to all. Every student is encouraged to participate fully in the life of the school. The department has a well equipped resource and staff base, two physiotherapy rooms, an interview room and an office. The LS area has an "open door" policy providing support for homework, a refuge for anxious students and learning aids every break and lunchtime and after school one day a week. The department is always staffed from 8am and a number of students start their school day there. TAs staff clubs for socially vulnerable students and support school visits. Each student on the SEN register has a named TA who meets with them at least once a week. IEPs are written and reviewed 3 times a year and all staff are required to indicate SEN provision for each teaching group they take. TAs are based in the department but some work largely in one subject area or specialise in a particular disability. Year 12 students are recruited as part of their enrichment programme to work as support in classrooms and to produce materials. In addition over 25% of Year 7 students are supported one-to-one by Year 12 students for reading, spelling and maths programmes. The programme works in close partnership with parents who reinforce it at home. Parents are always welcome in school. A parenting support group is run by the school social worker - a full-time appointment. She also works with vulnerable and challenging students on a one-to-one and small group basis. The department supports the Healthy Schools initiative by providing support for healthy choices groups run by the school nurse. The SENCo has delivered full staff training on Down's Syndrome, Asperger's Syndrome, dyslexia and physical disability. TAs have a comprehensive in-school training programme and a staff evaluation programme is in place. The department has a weekly meeting at which student issues are discussed and which teaching and pastoral staff may attend to raise particular issues. Our SEN students top the list on our Contextual Value Added scores. We support them so that they reach their potential. Nov 09.
| Condition | Provision for in school |
|---|---|
| ASD - Autistic Spectrum Disorder
Might cover/be referred to as;
ASD - Autistic Spectrum Disorder, Aspergers, Autism, High functioning autism, Neurodivergent, Neurodiversity, Pathological Demand Avoidance (PDA), PDA , Social skills, Sensory processing disorder |
Y |
| HI - Hearing Impairment
Might cover/be referred to as;
Hearing Impairment, HI - Hearing Impairment |
|
| MLD - Moderate Learning Difficulty
Might cover/be referred to as;
Learning needs, MLD - Moderate Learning Difficulty |
|
| MSI - Multi-Sensory Impairment
Might cover/be referred to as;
MSI - Multi-Sensory Impairment, Sensory processing |
|
| OTH - Other Difficulty/Disability
Might cover/be referred to as;
Downs Syndrome, Epilepsy, Genetic , OTH - Other Difficulty/Disability, Tics, Tourettes |
|
| PD - Physical Disability
Might cover/be referred to as;
PD - Physical Disability |
|
| PMLD - Profound and Multiple Learning Difficulty
Might cover/be referred to as;
Complex needs, Global delay, Global developmental delay, PMLD - Profound and Multiple Learning Difficulty |
|
| SEMH - Social, Emotional and Mental Health
Might cover/be referred to as;
Anxiety , Complex needs, Emotionally based school avoidance (EBSA), Mental Health, SEMH - Social, Emotional and Mental Health, Trauma |
|
| SLCN - Speech, Language and Communication
Might cover/be referred to as;
DLD - Developmental Language Disorder, Selective mutism, SLCN - Speech, Language and Communication |
|
| SLD - Severe Learning Difficulty
Might cover/be referred to as;
Complex needs, SLD - Severe Learning Difficulty, Cerebral Palsy (CP) |
|
| SpLD - Specific Learning Difficulty
Might cover/be referred to as;
ADHD, Attention Deficit Hyperactivity Disorder (ADHD), Auditory Processing, DCD, Developmental Co-ordination Difficulties (DCD), Dyscalculia, Dysgraphia, Dyslexia, Dyspraxia, Handwriting, Other specific learning difficulty, SpLD - Specific Learning Difficulty, Oppositional Defiant Disorder (ODD) |
Y |
| VI - Visual Impairment
Might cover/be referred to as;
Special facilities for Visually Impaired, VI - Visual Impairment |
Interpreting catchment maps
The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.
Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.
For help and explanation of our catchment maps see: Catchment maps explained
Further reading
If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.
Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.
Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.
*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.
The 'hotter' the colour the more children have been admitted.
Children get into the school from here:
regularly
most years
quite often
infrequently
sometimes, but not in this year
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