King Edward VI Lordswood School for Girls

Highlights from Latest Inspection

What is it like to attend this school?

This welcoming and empowering school inspires pupils to reach their potential.

Pupils are ready to learn, respectful in conversation and resilient in the face of challenges. They feel safe in school. Pupils know staff are there to help them when they need it.

All pupils, including disadvantaged pupils, achieve strong outcomes, particularly at the end of key stage 4. The school has great ambitions for those in their care. Pupils and students in sixth form experience a broad and balanced curriculum.

There is a very calm and purposeful atmosphere throughout the school. Pupils show a clear understanding of the routines around school. Pupils say they can focus on ...their learning very well and want to succeed.

They are often given opportunities to discuss their learning. Pupils can debate complex ideas together in a mature and considered fashion. Students act as role models in this community of learning.

They talk about equality of opportunity with maturity and understanding.

The collaboration between students in the sixth form and younger pupils enriches the school. The united effort to produce the school magazine 'Loud Speaker' and how Year 12 students organise reading buddies for younger pupils are examples of this.

A wide range of leadership roles are available to pupils. They actively contribute to communications about what they have been doing in school and on trips and visits.

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

The school has done significant work to address the findings from the last inspection.

Staff have worked together well to ensure that pupils get a well-rounded experience of the subjects they learn. Teachers' strong subject knowledge supports pupils' progress well. Pupils' learning is now sequenced carefully.

This is helping them to grow in their wider understanding of subjects. For example, in English they cover a great range of literature which enables them to develop their understanding much wider than the examination specification.

Differences exist between subjects in how long pupils have been following the new curriculum.

For example, the mathematics curriculum has been in place for much longer and shows consistent positive impact on pupils' learning. However, in some other subjects the revised curriculum is much more recent. Therefore, pupils are not benefiting from a sustained experience over time, this includes personal, social, health and economic (PSHE) education.

The PSHE curriculum is planned in detail. It uses safeguarding information well and includes careful consideration of other factors that affect the pupils within the school. Younger pupils express well what they have learned and how it is helping them.

This is a result of the change in approach this academic year. Students in the sixth form are actively encouraged to continue their personal development. The school ensures that they access a varied and rich set of experiences to complement their studies.

Students and older pupils are very positive about their experience of careers advice and guidance. However due to their prior experience, there is variability in their understanding of some PSHE topics.

Everyone works together collaboratively in the classroom.

Pupils with special educational needs and/or disabilities (SEND) are identified well. They are actively supported to engage in all aspects of learning. Teachers check their learning well as they deliver it.

This usually helps pupils, including those SEND, to move on securely to what they need to learn next.

The school has made changes to how assessment is being used this academic year. Differences exist in how well this is being implemented.

Assessment information is not used consistently well to inform curriculum changes or to help pupils deepen their own understanding. Leaders at all levels know that this is the case and are working to resolve it.

Staff are united in the opinion that pupils are safe in school.

The wide range of pastoral care supports pupils well as they move through the school. Pupils who step outside of the expected behaviours are enabled to reflect, reset and move forwards. Helping pupils, especially those with SEND, to attend is a key focus for the school.

This work is positive in its impact. Pupils appreciate the rewards they receive for attendance and achieving well in school. This helps contribute to the very positive and respectful working relationships between staff and pupils.

Some staff expressed concerns around their workload. The school and those responsible for governance are aware of these perceptions. Leaders are reflective about what they ask staff to do.

Almost all of the changes implemented have had positive impacts for both staff and pupils. However, a few changes have not worked as well as they were designed to. A lack of shared understanding about working practices has contributed to this.

The school is clear on the expectations of staff and works with them to find solutions to issues where they arise.

The trustees and governors have an accurate view of the school and know its strengths and areas to develop. The trust supports the school well, particularly in relation to the curriculum.

Leaders ensure that continuous professional development is matched to staff need. It aids teachers in developing their subject and pedagogical understanding well.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, including PSHE, the revised curriculum is earlier in its implementation. This means that pupils are not fully benefiting from this planned learning. The school should ensure that the curriculum is implemented effectively in all year groups and subject areas, so that pupils can secure knowledge well.

• There is variability in how assessment is used to inform ongoing curriculum planning and implementation. As a result, pupils are not always benefiting from being able to deepen their understanding. The school should ensure that assessment is used effectively to improve pupils' experience of the taught curriculum.

• The shared perceptions of workload among some staff have not always been accurate. As a result, changes have not been consistently well implemented at times. The school should ensure that change is embraced and understood by all staff, including how any alterations will impact working practice.

Also at this postcode