Coombe Girls’ School

Highlights from Latest Inspection

What is it like to attend this school?

The school is a welcoming and inclusive community where girls are encouraged to be curious and creative.

Leaders have high expectations for all pupils, including in the large sixth form. The broad curriculum offers pupils in key stage 4, and students in the sixth form, a wide range of choices to pursue their interests. Most pupils behave well in lessons, although systems to make sure that pupils behave consistently well are not fully embedded.

Pupils in key stage 4 achieve very well across all subjects.

The school is determined to ensure that all pupils, especially the most disadvantaged, are prepared well for adult life. Pupils value the diversity of the sch...ool and build positive and strong friendships.

The wide range of experiences that the school provides help pupils to nurture their wider talents and develop strength of character. Events such as 'Culture Day' also help pupils to understand issues in the wider world.

Leaders want all pupils to understand their place in the world and leave the school as active citizens.

They provide excellent opportunities for pupils to achieve this ambition. The school supports pupils' aspirations, including through a comprehensive careers programme. This means that pupils are very well informed about future options.

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

Leaders provide a high-quality education to all pupils, including those who are disadvantaged or have special educational needs and/or disabilities (SEND). They are ambitious for the school and have implemented a number of changes recently. For instance, the attainment of students by the end of Year 13 in 2023 was below the national average.

The school has made considerable improvements to strengthen the curriculum in the sixth form.

Trustees and governors have a strong understanding of their roles and responsibilities. They provide appropriate challenge and support to the school.

Despite this, some subject leaders do not have a precise understanding of how well staff implement the curriculum.

The school's personal development provision is extremely rich and broad in scope. Pupils are taught to develop a mature understanding of diversity and to be respectful of different beliefs and lifestyles.

Staff teach pupils about how to keep safe and healthy. They help pupils to navigate increasingly complex relationships, including online. Staff explore topics such as diversity and pupils are proud that their school is very accepting of difference.

The school provides exceptional support to develop bespoke career pathways for pupils, including those with SEND. It provides a wide range of opportunities for pupils to develop their interests and talents. This includes in clubs such as touch typing, embroidery, debating and sports.

Typically, teachers check regularly how well pupils are learning. In most subjects, they use a wide range of assessment information well. This helps them to make sure that important content is understood before moving on to new learning.

For example, in design and technology, pupils rapidly develop the knowledge and skills they need to produce increasingly sophisticated products. In the sixth form, students are conscientious in correcting any mistakes that are identified by their teachers and adding extra detail to their work. They value the personalised support that they receive from their teachers.

Teachers across the school have secure subject knowledge. In most subjects, this helps them to deliver the curriculum well. Most teachers explain information clearly to pupils.

They make sure that important learning is revisited. However, in some subjects, the aims of the curriculum are not implemented securely. This means that teaching does not build closely on what pupils have already learned.

This limits some pupils' deeper knowledge and skills.

The school has prioritised reading. It identifies pupils who are at the early stages of reading and puts an appropriate programme in place to help them catch up.

Leaders are also developing strategies to further support reading across the curriculum.

Pupils with special educational needs and/or disabilities (SEND) learn the same ambitious curriculum as their peers. Teachers get clear information about how to meet their needs.

They use this well to ensure that these pupils can access the curriculum successfully and achieve well.

At break and lunchtime, pupils behave sensibly. They enjoy socialising and taking part in different activities.

In many lessons, clear routines and high expectations enable pupils to settle quickly. However, the school's new approach to behaviour is not fully embedded. This means that, at times, there is off-task behaviour which disrupts learning.

Most pupils attend school regularly. The school has clear systems in place to address low attendance.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Recently introduced systems and procedures are not fully understood or embedded by all staff. This includes the school's work on curriculum implementation. The school should work on embedding these changes so that the vision is realised through strong, shared values, policies, and practice.

• The school should ensure that all staff consistently implement the high expectations for pupils' learning, behaviour and conduct that have recently been introduced. On occasions, some pupils are not motivated and committed to learn and disrupt the learning of others. The school should ensure that all staff support pupils to be committed to their learning and know how to study effectively to fully realise the school's vision for pupils' behaviour.