Batley Girls’ High School

Highlights from Latest Inspection

What is it like to attend this school?

This warm, welcoming school is wholeheartedly focused on its pupils. Pupils settle in quickly when they arrive. They understand that staff care for them and want them to succeed.

Pupils feel safe and know they have support around them when they need it. They go on to do well in the subjects they study and appreciate the help they get to achieve.

Lessons are purposeful.

Pupils behave well in classrooms. They are respectful, kind and polite as they move around the site. Strong and effective pastoral care is available.

This helps those who need support to engage positively with the life of the school. Students in the sixth form make great contributions ...to the life of the school. For example, they receive training to help younger pupils with their reading.

The development of pupils' character is exemplary. The school guides pupils to explore their talents and interests. Staff help pupils to gain a clear understanding of life beyond school.

Pupils experience a broad selection of wider opportunities. These include visits to visits to the Houses of Parliament and regular, meaningful encounters with employers. Pupils and students in the sixth form are prepared well for the next steps they take.

What does the school do well and what does it need to do better?

The school is highly ambitious for all its pupils, regardless of their past experiences or current challenges. Teachers are skilled in delivering learning and have a strong understanding of the curriculum they are guiding pupils through. In all subjects the learning is carefully sequenced.

Staff give pupils opportunities to regularly revisit work. Pupils and students in the sixth form benefit from this approach and do well.

Changes in the school have improved the experience of disadvantaged pupils including those with special educational needs and/or disabilities (SEND).

The school understands their needs and checks on pupils' learning well to determine what help is required. Staff carefully consider pupils' information to ensure that the correct provision is in place to meet both their learning and wider development needs. However, there is some variability in how well the curriculum is adapted at times for pupils with SEND.

As a result, some pupils do not always receive the precise support they need to access learning as effectively as possible.

The school has raised the profile of reading. Most pupils quickly gain the knowledge and skills they need to become confident, fluent readers.

They are supported to engage with a wide variety of texts. Pupils enjoy having access to the 'learning resource centre' at lunch time for reading or other relaxing activities. Pupils who find reading difficult are helped to catch up.

Reading is being promoted well through a variety of subjects.

Pupils can concentrate on their work as behaviour is managed well. All staff are clear about the behaviours that they expect from the pupils.

Pupils understand exactly what is required of them. Older pupils and students recognise the improvements in behaviour over recent years. The school has rightly made attendance a high priority.

Pupils are beginning to attend more frequently. However, further work is needed in this area to ensure sustained improvement.

Pupils' personal development is a priority across key stages and is embedded exceptionally well.

Every opportunity is carefully intertwined with learning to allow pupils to develop a much richer experience of life. For example, pupils have opportunities to learn from local artists and take part in trips careful matched to the curriculum. Pupils are very much involved in the life of the school.

The student leadership team works reflectively with leaders to drive improvements. For example, the revised rewards system is enhancing the school experience for everyone.

The school is deeply committed to providing a strong careers education.

Pupils engage with a wide range of employers and education providers. They can confidently talk about the experiences they have had. Pupils receive personalised careers support to make their next step as well matched as possible.

Disadvantaged pupils receive targeted support to have constructive encounters with the world of work. Pupils are helped to understand the range of local, regional and national opportunities available to them. Students in the sixth form take up an array of activities which support, extend and enrich their academic studies.

They aspire to an impressive range of ambitions and successfully progress to high-quality destinations.

Staff enjoy working together as a team. They receive timely professional development in line with the school's improvement priorities.

It aids teachers in developing their subject and pedagogical understanding well.

Trustees, trust staff and governors have a clear understanding of the school and its priorities. They provide effective challenge and support.

Leaders work together to bring in ideas which aid the school's development. Parents are actively consulted and engage with leaders to help shape improvements that further enhance the school.

Safeguarding

The arrangements for safeguarding are effective.

[If the school has judgements that are not outstanding] What does the school need to do to improve?

(Information for the school and appropriate authority)

• Adaptations for pupils with SEND are not always consistently implemented. As a result, some pupils are not able to build their knowledge effectively over time. The school should ensure that assessment is used consistently well to allow pupils to receive the precise support they need.

• Attendance for some pupils is not as strong as it needs to be. As a result of absence, these pupils miss valuable time in lessons. The school should ensure that the focus on attendance continues and consider how they support pupils to access more of the ambitious curriculum being delivered.