Brentford School for Girls

Highlights from Latest Inspection

What is it like to attend this school?

This is an inclusive school where pupils feel happy and safe. Leaders have high expectations of pupils' behaviour and conduct.

Pupils are polite and courteous. There is little disruption in class. Pupils are respectful to each other and attend school often.

Students in the sixth form are well mannered and are increasingly taking on roles of responsibility to support their younger peers.

The school provides a range of enrichment activities and trips so that pupils gain valuable life experiences. These include trips to national museums and historic theatres to help make learning memorable.

Pupils can take on various roles of responsibility. For example..., they may take a role within the house system or take part in the pupil diversity group.

The school has high expectations for all pupils, including pupils with special educational needs and/or disabilities (SEND).

Pupils develop secure subject knowledge, which results in strong outcomes in public examinations, particularly at GCSE.

Most parents and carers are positive about their child's experience at the school and recognise the strong pastoral care that the school provides. Pupils quickly develop their self-confidence and are well prepared for their future careers and life in modern-day Britain.

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

Pupils follow an ambitious curriculum. They begin their GCSE studies in Year 9, with the school ensuring that pupils follow a broad curriculum alongside a well-designed enrichment programme. This provides exposure, breadth and depth to subjects outside of the GCSE choices pupils make.

The curriculum is carefully designed to build on pupils' previous knowledge and deepen their understanding over time. Important knowledge for pupils to learn is chosen well. Teachers consolidate learning before moving on to new content.

For example, in sociology, pupils learn key research methods and theories before applying these to wider issues, and in history, teachers regularly revisit previous knowledge to build pupils' understanding.

Teachers have good subject knowledge and take part in high-quality professional development, particularly to strengthen their teaching in the sixth form. The sixth-form curriculum is suitably ambitious.

The school ensures that students are prepared for this stage of learning through their subject knowledge. In the sixth form, some students do not have high reading ages or a strong command of literacy, including writing skills which are not fully developed. This makes the learning of complex ideas, academic reading and writing difficult for these students.

Inclusivity is celebrated at the school. The school identifies pupils' needs accurately and shares this information with staff. Staff use a range of strategies to support pupils with SEND.

These are used appropriately when needed. Pupils with SEND achieve well. Most pupils with SEND work in class alongside their peers, and the special educational needs (SEN) unit provides effective care for those who need it.

Personal, social, health and economic education is thoughtfully organised. This curriculum, together with 'Blossom' lessons, seeks to develop pupils' understanding of the wider world. This learning is often delivered well, although some misconceptions are not addressed quickly.

Pupils understand and discuss fundamental British values very well and have a strong grasp of equality of opportunity. The school teaches pupils how to stay safe, including online, and provides a broad range of clubs. This offer is increasing in the sixth form, with students taking a more active role as prefects and mentors and through reading with younger pupils.

The school provides strong guidance for pupils planning their next steps in education, employment or training. In the sixth form, students receive useful advice and information, alongside valuable work experience. They are very well prepared and go on to a range of universities, apprenticeships and employment.

Younger pupils, including pupils with SEND, are fully supported in their choices of post-16 destinations.

The school is a calm and orderly place. Pupils learn to manage their own emotions and behaviour and enjoy their learning.

Most pupils attend very well, and this is improving in the sixth form. Where attendance falls short, staff take swift action to help pupils get back into school.

Leaders at all levels are reflective and committed to driving the school forward.

Those new to teaching are skilfully supported. Staff feel valued and leaders carefully consider their workload and well-being. The trustees are fully involved in the school.

They fulfil their statutory duties and support and challenge leaders effectively. Leaders and trustees have a sharp focus on doing what is best for their pupils and have high aspirations for all.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some students in the sixth form do not have high reading ages or writing skills to enable them to tackle more demanding materials, texts and questions. The school should ensure that students in the sixth form are prepared for the higher demands of study in reading, writing and oracy. In this way, pupils, particularly in the sixth form, will be able to access more ambitious ideas, theories and concepts and articulate their arguments critically both verbally and in their writing.