Bradford Girls’ Grammar School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are ambitious for their future at this improving school. Pupils are respectful to each other and to the adults in the building.

Most pupils enjoy coming to school. They feel safe here and have trusted adults to speak to if needed.

Pupils recognise that the school is a different place than it was a year ago.

The school has raised expectations since the previous inspection. This is particularly true of behaviour. Pupils' behaviour has improved significantly in this time.

Pupils behave well in lessons and during social times.

The school has high expectations for pupils' achievement. Classrooms are calm and purposeful learning environment...s.

Pupils are eager to learn. They discuss their learning with the pupils around them and ask questions of the teachers. Pupils achieve outcomes that are above national averages across the curriculum.

Pupils have a thorough understanding of how to stay safe online. They learn about a range of different beliefs and religions. Pupils learn about tolerance and celebrate diversity.

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

The school has been through a turbulent time since the previous inspection. The school has joined BDAT, the primary and secondary school have separated from each other, staff turnover has been high, and a new leadership team is in place. Despite this turbulence the school has continued to improve.

Pupils are achieving better than they were.

The school has planned a curriculum that is ambitious for all pupils, including those with special educational needs and/or disabilities (SEND). The school has identified the important knowledge that they want pupils to learn.

The curriculum increases in complexity over time. Pupils regularly revisit prior learning. Teachers have good subject knowledge.

They use a range of different questioning techniques to extend pupils' learning. Pupils can recall recent learning but some struggle to recall learning from some time ago. This is particularly evident in key stage 3.

The reason for these gaps in knowledge is that there are still some inconsistencies in the delivery of the curriculum between the key stages. Curriculum delivery is stronger at key stage 4.

The school prioritises reading through a three-tiered approach.

Across the curriculum, key vocabulary is a focus in all lessons. Pupils read for pleasure during form time and year 7 participate in the 'book buzz' programme. The school effectively identifies the weakest readers.

It supports these pupils to catch up with their peers through regular intervention sessions.

Since the previous inspection, provision for pupils with SEND has improved significantly. The school effectively identifies pupils with SEND through a referral system.

The school trains staff to support pupils with SEND in the classroom using a range of strategies. Work is ongoing to ensure that staff apply these consistently. Pupils with SEND are achieving well.

The school has a clear strategy to improve attendance. The attendance strategy introduced since the school joined the trust is now further embedded and there is already a positive impact. Fewer pupils are persistently absent this year than last year.

Pupils' attendance is in line with national averages.

Through the 'life skills' curriculum, pupils learn about different types of relationships and consent. They can talk about healthy eating and know how to live healthy lifestyles.

The school offers a range of leadership opportunities. The junior leadership team mentor younger pupils and speaks to parents and carers at open evenings. Pupils also join the 'big ideas' which helps to support homeless people in the community.

Throughout their time at school, pupils have access to careers advice. However, many pupils feel they need more information to make informed choices about their futures. Pupils have access to some clubs and extra-curricular activities.

However, this offer is not wide ranging, and pupils do not regularly attend these activities.

Leaders support the staff well. Leaders are mindful of workload.

Strategies such as a change in the marking policy have helped to reduce this. The school provides a well-structured programme of professional development for staff at all levels. Trustees and the local governing body have a strong oversight of the school.

Leaders at all levels are ambitious for the future of the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The implementation of the curriculum is inconsistent across the key stages.

It is more effective at key stage 4 than at key stage 3. As a result, some pupils at key stage 3 have gaps in their knowledge. The school should work to ensure that curriculum delivery is consistent across the key stages.

• Pupils do not have access to a wide variety of extra-curricular opportunities. This means that some pupils do not have the chance to nurture and develop their talents and interests. The school should widen the extra-curricular provision to ensure that pupils can experience as broad a range of opportunities as possible.

• The careers advice that pupils receive is not as thorough and wide ranging as it could be. As a result, some pupils do not feel well prepared to make informed choices about their next steps in education. The school should ensure that pupils receive up to date, high-quality information about their future options.

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