Hodge Hill Girls’ School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school The headteacher, supported by senior leaders has established a calm ethos in the school where there are high expectations for pupils to do well. Pupils' care and well-being are at the heart of the school's work. Provision and care for those pupils with special educational needs and/or disabilities is strong.

Pupils have achieved above-average levels of attainment at GCSE, including in English and mathematics, by the time they leave school at the end of Year 11. Pupils currently in school, including those who are most-able disadvantaged pupils and those who have special educational needs and/or disabilities are making good progress. A strong cultur...e of safeguarding permeates every aspect of school life.

Pupils' personal development, behaviour and welfare are outstanding. Pupils set themselves high standards of conduct. Pupils behave exceptionally well in school.

They thrive on taking leadership responsibilities. Middle leaders have grown into their roles and developed their skills to monitor and evaluate accurately in their areas of responsibility. Good teaching provides challenges for pupils to do well whatever their starting points.

Occasionally the very lowest attaining and most-able pupils are not sufficiently stretched or supported. Teaching does not comply with the school's feedback and marking policy in the personal, social, health and economic (PSHE) education programme. Occasionally, opportunities for pupils' discussion and questioning are restricted.

Governors are highly committed to the school and give freely of their time, engaging with parents and visiting lessons. Governors are not sufficiently trained and well informed on pupil progress to challenge leaders sufficiently. Leaders' analysis and evaluation of information on pupil progress, including for disadvantaged pupils and those who have special educational needs and/or disabilities is not rigorous enough.

Most-able pupils, including those who are disadvantaged, and low-attaining pupils did not make as much progress as other pupils nationally from key stages 2 to 4 in the most recent examinations. The school does not meet requirements on the publication of information on its website.

Information about this school

Hodge Hill Girls' is smaller than the average-sized secondary school.

The proportion of pupils who have special educational needs and/or disabilities is about one in seven, which is slightly higher than the national average. The percentage of pupils with a statement of special educational needs or education, health and care plan is below average. Almost all pupils in the school are from minority ethnic groups; the very large majority are of Pakistani heritage.

A very high percentage of pupils speak English as an additional language. The proportion of pupils known to be eligible for pupil premium funding is above the national average. About two in five pupils in school are eligible for free school meals.

The proportion of pupils who leave the school mid-way through a key stage is very low. Both the current headteacher and chair of governing body were in post at the time of the last inspection. There are no pupils in alternative provision.

Based on their 2016 results, the school meets the government's floor standards. These are the minimum standards expected for pupils' learning and progress in English and mathematics. The school does not meet requirements on the publication of information about the pupil premium, Year 7 catch-up premium, special educational needs information and 2016 examination results on its website.

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