Bronte Girls’ Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils' behaviour in lessons and around the school is exemplary. They are welcoming and friendly members of the school community. Relationships between members of the school are grounded in mutual respect.

Pupils express themselves confidently. They recognise the importance of education and develop effective study habits.

Pupils benefit significantly from the quality of education that they receive at the school.

Pupils respond well to the school's extremely high expectations for what they should know. They develop detailed knowledge of the curriculum. This prepares them well for their next steps in education, employment or training.

The school places... importance on helping pupils to develop strength of character. Pupils regularly engage in discussions on topical issues. They learn to consider the viewpoints of others.

Pupils discuss complex and disputed issues maturely. This supports the inclusive ethos of the school. The school's strong pastoral systems and work with external agencies support pupils' well-being effectively.

Pupils hold a range of leadership responsibilities. They have a clear purpose in their roles. In these roles, pupils have influenced changes to matters their peers value, such as school meals.

They also take a lead in the school's charitable activities.

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

Leaders, including the trust and those responsible for governance, have thoughtfully planned the development of the school. The highly effective training that staff receive results in consistently implemented systems that support pupils well.

Staff routinely report that leaders are sensitive to their workload and well-being.

The school has constructed an ambitious curriculum for pupils that builds on what they know from key stage 2. Teachers skilfully teach lessons that enable pupils to develop strong knowledge of the curriculum.

For example, in design and technology, pupils rapidly develop the knowledge and skills they need to produce increasingly sophisticated products. Pupils understand that these projects are a vehicle to develop their knowledge and skills in the subject. Consequently, they use what they have learned effectively when considering unfamiliar challenges.

Across the curriculum, pupils produce work that is of a high quality. Pupils with special educational needs and/or disabilities (SEND) learn the same ambitious curriculum as, and produce work of an equally high standard to, their peers. The school has effective systems in place to identify and support pupils with SEND.

Consequently, these pupils achieve well. Similarly, pupils who need additional help to read accurately and fluently are well supported and catch up with their peers.

Pupils attend school regularly.

The school's detailed analysis of data informs leaders' understanding of individual pupils' barriers to frequent attendance. The school works effectively alongside families to overcome these.The school has a clear vision to help pupils become well-rounded citizens.

Pupils' personal development is equally important to leaders as their academic achievements. Through the school's personal, social and health education lessons, pupils develop an age-appropriate understanding of concepts such as healthy relationships. The school adapts this curriculum to reflect the lives of pupils as well as potential risks they may face outside of school.

This helps pupils learn how to keep themselves safe.

Some pupils benefit significantly from opportunities that enrich their educational experience. For example, a small number of pupils worked alongside the University of Sheffield on the 'scholars project'.

These pupils partnered with undergraduate students on areas of scientific research. This enhanced pupils' understanding of the subject and allowed them to experience a university setting. However, some pupils do not access an equally rich set of experiences.

Opportunities such as this, and others to develop pupils' talents and interests, are not well used by some pupils. Leaders have recently reviewed and strengthened the school's careers programme. The school ensures that pupils receive clear information about possible next steps in education and training.

Other aspects, such as careers being linked into subject curriculums, are still being embedded. Leaders have developed plans to address this.

Those with responsibility for governance have a clear understanding of their roles.

They understand the strengths and challenges of the school. They work well alongside the trust to provide highly effective support for school leaders.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils do not access a range of opportunities and experiences that are as rich as those of their peers. There is inconsistency in how effectively the school's personal development offer supports pupils to develop their talents and interests. The school should ensure that pupils consistently benefit from a well-designed personal development offer.