The Office for Standards in Education, Children’s Services and Skills (Ofsted) are responsible for the inspection and regulation services that care for children and young people, and services providing education and skills for learners of all ages.
Bradford Girls’ Grammar School received a full inspection on 13 and 14 March 2019.
A full monitoring visit was completed on 18 December 2019 – Ofsted Monitoring Report Dec 2019 . Further monitoring visits were completed in October 2020 and March 2021.
The report shows the school has the following strengths;
- Pupils make strong progress in a wide range of subjects. This progress is evident across early years, the primary phase and the secondary phase.
- Pupils who are disadvantaged and those with special educational needs and/or disabilities (SEND) make good progress in the early years foundation stage (EYFS) and the primary and secondary phases.
- The quality of teaching overall is good. Teachers have high expectations of what pupils should achieve.
- Pupils’ behaviour is good. Pupils conduct themselves with consideration for others. Their attendance is good, particularly the attendance of those who are disadvantaged and those with SEND.
For further information about Ofsted:
Office for Standards in Education, Children’s Services and Skills
Some of the observations made by the Ofsted team:
- Leaders have taken effective action to ensure that pupils make good progress and achieve well, especially in the EYFS and key stages 1, 2, 3 and 4.
- Leaders have been effective in preparing pupils for life in modern Britain. As a result, pupils have a sound understanding of principles such as tolerance, respect and the rule of law.
- Governors are ambitious for the school and its pupils. They have a clear sense of duty to make the school as successful as it can be.
- The leaders with particular responsibility for safeguarding matters are diligent in ensuring that staff receive the necessary training and that this is regularly updated.
- Safeguarding leaders have taken steps to broaden the ways in which pupils can report any worries that they might have.
- Leaders have implemented a programme for supporting pupils’ personal, social, health and economic education. As a result, most pupils spoken to by inspectors have an age-appropriate awareness of risks, especially those associated with e-safety.
- Across a range of subjects, and in both the primary and secondary phases, teaching is effective in enabling the large majority of pupils to make good progress. Frequently, this is because teachers have high expectations of what pupils can achieve.
- At the end of key stage 1 in 2018, pupils’ attainment in each of reading, writing and mathematics was above the national average at both the expected standard and at greater depth.
- Pupils’ progress at the end of key stage 2 in 2018 was above the national average for writing and mathematics.
- Pupils’ progress in key stage 4 at the end of 2018 was well above the national average. Outcomes were especially strong in English, science, languages, history and geography.
- Current pupils in key stages 1, 2, 3 and 4 are making good progress from their starting points. This is the case across a range of subjects.
- Teachers’ effective use of pupil information in their planning, together with their strong subject knowledge, contribute to the good progress made by the large majority of pupils.
- Parents are very happy with the quality of provision the early years provides for their children.
- The early years leader thoroughly tracks the progress of all children to make sure that they are moving on with their learning as quickly as they should be.