Enfield County School for Girls

Highlights from Latest Inspection

What is it like to attend this school?

Leaders have high aspirations for all pupils, including pupils with special educational needs and/or disabilities (SEND). Pupils work hard and strive to meet the school's high academic expectations.

They appreciate that the curriculum is academically demanding in preparation for the next stage of their education.

Pupils are typically focused in class. They are safe in school too.

Mostly, they enjoy school and are kind towards one another.

Leaders organise a range of extra-curricular activities for pupils, such as debating, crochet, gardening and history. Sports clubs, including netball, are particularly popular.

The school actively promotes ...pupils' personal ambitions, for example through the school's house system that is based on strong female role models.

The school organises outings that support pupils' subject learning, including visits to see theatre performances and to art galleries. Pupils who study history GCSE visit Ypres in Belgium to see significant sites from the First World War and deepen their understanding.

Pupils are keen to take on leadership responsibilities. For example, students in the sixth form organised the whole-school sports day last year.

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

Leaders have designed a broad curriculum that prepares pupils to achieve strong academic outcomes.

The proportion of pupils who study the English Baccalaureate combination of subjects is very high. Leaders also ensure that pupils have access to a broad range of creative subjects, such as art and photography, which capture pupils' interest. For example, in a photography class in the sixth form, students explained keenly the project work that they had completed.

Typically, including in the sixth form, the school's curriculum thinking is strong. For example, the mathematics curriculum is carefully sequenced so that pupils build up their knowledge steadily.

Teachers have strong subject expertise.

This helps them to deliver the curriculum as leaders intend. Staff enjoy working at this school and are well supported by leaders, who take account of their workload and well-being. Staff appreciate the professional development opportunities that leaders provide.

Generally, staff check that pupils understand what they have learned. Sometimes, when teaching does not check pupils' grasp of key prior knowledge as routinely, some pupils' understanding of the new skills and knowledge that are taught is not as secure.

Leaders have an accurate knowledge of the needs of the small number of pupils with SEND at the school.

However, at times, teaching and resources are not sufficiently adapted for pupils with SEND. This means that some pupils with SEND are not fully supported to understand what they need to learn and remember.

Leaders continue to expand their support for pupils who are at the early stages of learning to read so that these pupils can access the curriculum.

However, some of this support is new, and some pupils are not robustly supported to improve their fluency quickly.

Pupils typically behave sensibly. Occasionally, a few pupils are less focused on their work and show attitudes that are less respectful towards their teachers.

The school has not ensured that staff consistently follow the school's behaviour policy to address this. At change-of-lesson times, pupils move purposefully between classes and listen to teachers. They socialise calmly during breaktime and lunchtime.

When problems arise, a few pupils felt that staff do not listen to their concerns or resolve them effectively.

Leaders have prioritised improving attendance rates for pupils, including those in the sixth form, since the COVID-19 pandemic. As a result of these interventions, attendance rates are high and rising.

Those responsible for governance carry out their duties effectively.

Leaders arrange many extra-curricular activities for pupils. Pupils attend house sporting competitions and elect house captains.

They raise money for wildlife charities, foodbanks and other charitable causes. Pupils also learn about healthy relationships and keeping themselves safe online. Guest speakers, including Members of Parliament and business representatives, come into the school to speak to pupils.

Pupils also attend careers fairs throughout their time at the school. In the sixth form, students attend careers events, which include talks by professionals from television, film and finance.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Sometimes, teaching does not routinely check that pupils understand and remember what they have been taught and identify where pupils have forgotten key knowledge and skills that they have been taught. This means that, on occasion, some pupils do not build their knowledge over time as securely as they could. The school should ensure that teaching regularly checks that pupils understand securely what they have learned before introducing new knowledge.

• Sometimes, teaching and resources for pupils with SEND are not adapted well to help them to access the same ambitious curriculum as their peers. This means that sometimes pupils with SEND are unable to understand the work that they are given in class. Leaders should ensure that, across all subjects and phases, pupils with SEND are supported to learn and remember important knowledge.