Hitchin Girls’ School

Highlights from Latest Inspection

What is it like to attend this school?

The school's values are lived and breathed by pupils and staff. Leaders have high ambitions for all pupils and strive to have any barriers to success removed.

Pupils relish reaching their goals and their successes are reflected in their achievements, including in national assessments which are exceptionally strong.

Pupils learn how to stay safe, including when online. They know how to raise concerns and feel confident in doing so.

Pupils behave well and are kind to each other.

Pupils enjoy welcoming others to their community. Sixth-form students play active roles in creating and maintaining a positive school environment and culture.

For exam...ple, through peer mentoring programmes and as student ambassadors. The peer mentors commit to a series of training sessions to enable them to support the wider work of the school. Younger pupils value the example sixth-form students set and aspire to these roles.

Cross-year groups of students volunteer in the library and promote a positive reading culture at the school.

Pupils benefit from the provision on offer which goes beyond the academic. For example, pupils take part in a wide range of activities to develop their interests, including cheerleading, brass band and 'project polyglot'.

Students lead many of these activities and their work supports the wider community of Hitchin.

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

Leaders have carefully crafted a curriculum that is broad and ambitious for all pupils. In places, this goes beyond that expected nationally, with all pupils having access to Latin and classical civilisation in Year 7 to Year 9.

In each subject, including vocational courses, leaders have sequenced the important knowledge and skills that pupils need to secure. Teachers use their subject expertise very well. They give pupils timely feedback in lessons and address any misconceptions promptly.

Pupils benefit from using the school's online resources. For example, they see high-quality examples of work before they complete their own.

Pupils have ample opportunity to practise key concepts until they are embedded.

For example, in art and design, pupils in Year 7 begin by learning core and visual language to build on what was taught during the primary phase. This then supports pupils to appraise art with precision and communicate more complex ideas through their compositions. Similarly, in geography, pupils are supported to use accurate technical language to explain processes.

For example, this supports older pupils in writing detailed evaluations on the demographic transition model and rural-to-urban migration. Across the school, pupils develop an impressive understanding in a range of subjects. This means that pupils are well prepared for the next stage in their education or training.

Reading is a high priority. Leaders work to identify any gaps in reading knowledge early so that pupils are helped to catch up rapidly. This means that all pupils can read widely and access the full curriculum.

Pupils with special educational needs and/or disabilities (SEND) are identified quickly. Staff receive appropriate training to make adaptations to their teaching and the curriculum as needed. As a result, pupils with SEND are well supported and included in the full life of the school.

Pupils' behaviour is exemplary. Bullying is extremely rare. Pupils trust that leaders will deal with any issues swiftly.

Pupils benefit from high-quality pastoral support. Attendance and punctuality are closely monitored and in line with national expectations. As a result, pupils experience a disruption-free learning environment.

The programme for pupils' wider personal development is exceptional. Pupils learn about shared values, including respect and diversity. Lessons link to the tutor programme, including house assemblies, so that pupils have opportunities to embed their understanding further.

The school's values are carefully threaded through the school's curriculum. For example, the curriculum is planned to support pupils to learn about different cultures such as by studying lesser-known writers in literature and philosophy. Pupils then have opportunities to deepen their understanding through celebration days.

There are carefully selected visitors and trips out.

Pupils, and students in the sixth form, receive a well-considered programme of careers advice and support. The targeted programme of visitors helps pupils to be well prepared for the world of work.

Leaders think carefully about the choices for work experience. Coaching is provided before placements so that pupils develop both the academic and personal skills they need.

Leaders have strong, shared values and model this practice for staff and pupils.

Staff feel the school balances 'tradition with innovation'. As a result, leaders continuously strive to create the best opportunities for pupils to succeed in an ever-changing social context. Those responsible for governance fulfil their statutory duties.

They support and provide appropriate challenge for leaders towards improvement. Consequently, all pupils benefit from the high-quality education on offer.

Safeguarding

The arrangements for safeguarding are effective.

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