Stratford Girls’ Grammar School

Highlights from Latest Inspection

What is it like to attend this school? '

Shaping Futures' runs through the heart of Stratford Girls' Grammar School. This shared ethos is seen in everything pupils and staff do. Pupils achieve exceptionally well through their learning.

Leaders' high expectations are realised by the focus on key knowledge in lessons. Pupils respond to these high expectations with enthusiasm, and they excel. Pupils appreciate their teachers and know that they want them to be successful in their learning.

Pupils' behaviour is exemplary. Pupils say, 'there is an invisible thing that helps everyone to behave'. Leaders and pupils work together to support each other, and pupils share concerns if they occur.

Pupils are con...fident that staff would deal with any bullying if it happened.

Staff are warm and nurturing. They pay careful attention to promoting pupils' well-being, education and personal development.

This helps pupils to leave school as confident and independent young women. Pupils describe the school as a community where everyone is treated the same.

Leaders offer pupils an extensive range of high-quality enrichment opportunities.

Debating, reading and chess clubs enhance pupils' wider experiences. These clubs sit alongside other cultural activities, such as eco team, LGBTQ+, and model United Nations. These opportunities further promote the school's pledge to develop fully rounded young people.

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

There is exceptional leadership of the school. Leaders have designed a highly ambitious curriculum for all pupils, including those with special educational needs and/or disabilities (SEND). The curriculum encourages and enables pupils to achieve their academic potential and to develop their emotional well-being and cultural knowledge.

Pupils, including those in the sixth form, appreciate the range of subjects they can choose from. A high proportion of pupils in key stage 4 study the English Baccalaureate (EBacc) subjects. Staff have high expectations of all pupils and, in turn, pupils show an enthusiasm for learning.

Staff know their subjects extremely well. They use their highly developed skills to teach subjects exceptionally well and enable pupils to gain new knowledge.

Teachers ensure that pupils learn and remember key knowledge so their learning builds over time.

Pupils apply their prior knowledge well to what they are currently studying. This results in pupils making exceptional progress through the curriculum. For example, in mathematics, students linked 'geometric sequencing' in an A-Level class to earlier work from key stage 3.

Pupils are excited about their learning and benefit from the aspirational environment designed by their teachers. For example, in science, sixth-form students enhance their work by debating alternative outcomes with their teacher. This helps students to have a deeper understanding of their learning.

Leaders promote reading exceptionally well. Reading is promoted through enrichment activities, including year group book clubs and the Carnegie Medal Book Award. As a result, pupils read a broad range of fiction and non-fiction texts fluently and intelligently.

During the pandemic, such was the pupils' desire to read that the school library became 'mobile'. Books were delivered to each 'bubble' on site.

Pupils' behaviour is exemplary across the school.

Pupils from different year groups get along well with each other. Pupils talk with older students travelling to school and during social times. Pupils and staff say that the way class forms are organised has been highly successful in growing the school community.

Sixth-form students are part of these tutor groups and are positive role models to the younger pupils. Relationships between pupils and staff are highly respectful. All of this means that pupils enjoy coming to school.

Personal development is a strength of the curriculum. All pupils, including those in the sixth form, are extremely well prepared for life beyond school. They receive appropriate, comprehensive and timely advice.

Pupils discuss how subjects might impact on their future lives. For example, in mathematics, subject knowledge is extended to consider how calculations are used in adulthood such as banking, mortgages and bills. In turn, the broad personal, social, health and economic (PSHE) programme allows pupils to learn about personal safety, healthy relationships and independence.

Pupils attend a biannual careers fair. This enables pupils to ask precise questions of the invited speakers. Pupils say they welcome the opportunity to discuss their career pathways and future ambitions.

Governors know the school exceptionally well. Leaders are supported and challenged in meetings and in visits to the school. Each subject leader has a link governor who reviews and questions the curriculum.

Governors hold leaders to account for safeguarding and the quality of provision for special educational needs. There is a shared passion across governors, leaders and the wider staff to develop the school further. The overriding belief is that pupils will be the 'leaders of tomorrow'.

Safeguarding

The arrangements for safeguarding are effective.

Leaders prioritise the safety and well-being of pupils. An 'it could happen here' attitude is evident across the school.

All staff are trained to identify pupils who may need help and protection from the risk of harm. Where staff have concerns, there are clear processes in place to record and inform leaders. Leaders take swift action if needed.

Leaders carry out appropriate checks on the suitability of all staff to work with pupils.

Pupils are taught to keep themselves safe. This includes teaching them about online safety, relationships and stranger danger.