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Pupils flourish and excel at Southend High School for Girls.
Pupils eagerly take part in stimulating and engaging lessons that light a fire for learning. Pupils develop a rich body of knowledge and achieve very highly. This outstanding provision, and the exemplary careers education and guidance programme, prepares pupils exceptionally well for their next steps.
Pupils in all key stages make great use of the myriad opportunities to develop their interests and to make a positive contribution to the school. As one pupil said, 'The school will literally help you do anything you want to do.' There are a vast range of clubs, trips, visits, and visitors.
Pupils sugg...est and lead many of the clubs. They take part in school productions and the Duke of Edinburgh's Award Scheme. Most sixth-form students and many younger pupils develop their leadership skills as ambassadors and house captains.
Pupils, therefore, have an important role in the running of the school.
Pupils appreciate the exemplary support and encouragement they get from staff. Pupils see the school as a family.
They look out for and support each other. Pupils behave with great maturity and consideration for others.
What does the school do well and what does it need to do better?
The curriculum is highly ambitious.
All pupils in key stage 3 study three separate sciences and two languages. The subject content covered goes far beyond the National Curriculum. The school has precisely identified what they want pupils to know.
The curriculum builds up knowledge so that pupils securely gain a breadth and depth of understanding. Key knowledge is often taught before lessons through homework and independent 'super-curricular' tasks, particularly in the sixth form. This teaches pupils to study and research.
It allows pupils more time in lessons to discuss and debate ideas and apply knowledge to different problems and contexts. Pupils learn how to communicate their ideas, both orally and in writing, with real clarity and confidence.
Staff use their strong subject knowledge to anticipate where pupils may make mistakes.
They use questioning skilfully to tease out key learning points. They rigorously check how well pupils have learned. When necessary, they use these checks to adjust the curriculum to ensure all pupils are secure in their knowledge before advancing on to new content.
Teachers adapt teaching highly effectively for pupils with special educational needs and/or disabilities (SEND) so that their work is at least as high quality as that of their peers.
Reading is very important here. Pupils in key stage 3 routinely start almost every lesson by reading.
There are many rewards and competitions. These encourage pupils to read widely and often. When pupils need additional support with their reading, well-trained staff and older pupils support them to become fluent and accurate.
The school has very high expectations of behaviour. Pupils almost always meet these. In the very rare instances that they find it hard to do so, staff work supportively with them to ensure they improve.
Pupils attend very well.
The school is tenacious and highly effective in its work to ensure all of its pupils are happy, safe, and successful. The pastoral team provide exceptional support for pupils' well-being.
Pupils know that they have adults who will help them if they are struggling.
The school's careers education programme is exceptional. Pupils learn about the world of work when they meet a carefully chosen range of employers, business people and apprenticeship providers.
Pupils, and students in the sixth form, visit universities. Pupils make use of a wide range of opportunities to visit workplaces. Their aspirations are high.
When pupils need advice on their next steps, they receive it. They are, therefore, very well equipped to make informed, ambitious choices about the next stages in their education or employment.
The school's personal, social and health education (PSHE) curriculum is precisely planned and effective.
Pupils in all key stages learn about topics such as consent, managing personal relationships and coastal water safety. Staff consult pupils as part of their ongoing review of the PSHE curriculum, and the curriculum in other subjects. As a result, they adjust it accordingly to ensure the curriculum evolves to meet the needs of pupils.
The school is relentless in its desire to keep improving. Leaders, including governors, check how well all pupils are achieving and how much use they are making of the opportunities on offer. They ensure that all pupils, including those who are disadvantaged, do so.
Staff receive high-quality professional development and support for their well-being. This helps them work very effectively for, and with, pupils.
