Sutton Coldfield Grammar School for Girls

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at this school have a keen desire to do well.

They rise to the high expectations set by staff. Pupils are well cared for and enjoy positive relationships with both staff and their peers. The school's character education programme helps pupils to fulfil their potential and 'be your best self'.

Pupils behave extremely well. In lessons, pupils listen attentively and participate fully in their learning. At social times, pupils sit maturely and sensibly chatting with friends or in classrooms completing additional study.

Bullying is rare and if it does occur, the pastoral team work quickly to address this.

The school's curriculum is broad and varied.... Pupils can choose to study a range of academic subjects at both GCSE and A level.

Leaders actively encourage pupils to pursue their likes and interests. In many subjects, pupils achieve impressive outcomes.

Pupils participate in a range of extra-curricular activities.

These support pupils' academic learning and musical or sporting talents. There are also more unconventional clubs, such as Lego and philosophy. Several of these activities are led by sixth-form students.

A large number of pupils partake in the Duke of Edinburgh's Award scheme and many pupils are also involved in the school's upcoming production of 'Legally Blonde'.

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

Leaders have designed a curriculum that is highly ambitious. They recognise that pupils arrive at the school with high academic starting points.

Therefore, they have carefully planned and sequenced a challenging curriculum so that pupils deepen their knowledge and understanding over time. This ensures that pupils make strong progress across subjects.

Teachers quickly build on what pupils know from primary school and introduce challenging content and concepts across key stage 3.

In English, for example, pupils read three Shakespeare texts before the end of Year 9. This helps prepare them for the demands of studying Macbeth at key stage 4 and Othello at key stage 5. This ambition is similarly the case in mathematics.

Pupils are introduced to complex aspects of surds and Pythagoras at key stage 3, and teachers build on this as pupils begin their GCSE work. As a result, pupils across all year groups are extremely confident in what they know and understand.

Teachers have strong subject knowledge.

They use this knowledge well to explain new ideas or model learning to pupils. In many areas, teachers use questioning very effectively to check what pupils know and can do. This helps to pinpoint those who may need further support.

In many areas, assessment is used very well. In art, for example, teachers check learning and provide precise support so that pupils' artistic skills develop successfully over time. However, on occasion, a few teachers do not use assessment strategies as well as they could to recall prior learning or provide subject-specific feedback.

Pupils with special educational needs and/or disabilities (SEND) are fully integrated into school life. Leaders ensure that staff receive appropriate training and that pupils with SEND are well supported in the classroom.

Leaders have created a positive reading culture across the school.

The school library is used regularly and is well stocked with a plethora of different texts. Leaders quickly identify the small number of Year 7 pupils who need support through the school's 'literacy enhancement programme'. Pupils are allocated either a study mentor or a sixth-form mentor who listen to them read or work closely on spelling and reading strategies.

This helps to ensure that gaps in literacy are addressed swiftly.

Leaders provide many opportunities for pupils' personal development. The school's character programme and house system form a central part of school life.

Sixth-form ambassadors take a leading role in helping to promote the school's 'character traits', including preparing materials for debate and discussion during form times and assemblies. In Year 9, pupils are part of a 'Cloud 9' enrichment programme. During these sessions, pupils complete various activities such as fitness and health, first aid, art and volunteering.

More recently, pupils have heard from a Holocaust survivor. Pupils value these opportunities and the diverse experiences on offer.

The school's personal, social, health and economic (PSHE) education is planned to ensure pupils cover a range of topics and issues such as healthy relationships and consent.

In Years 7 and 8, pupils have regular PSHE lessons and speak confidently about their learning in these areas. In Years 9 to 11, PSHE is delivered through termly off-timetable days. Pupils find it difficult to remember their learning from these sessions and how they are building on what they already know.

In addition, some pupils do not attend these days as often as they should.

Leaders provide effective support and guidance for pupils around their next steps in education. Pupils in Year 11 are given appropriate careers advice and are made aware of the different routes available to them.

In the sixth form, leaders work closely with students to ensure that are well prepared for university or apprenticeships. Many students move successfully to Russell Group universities. Leaders are aware that there are aspects of their careers programme which need strengthening.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure that appropriate checks are carried out on all staff and that they receive appropriate safeguarding training. Staff are clear about how they should report a concern about a pupil.

In addition, leaders provide a regular newsletter to staff which provides an overview of emerging safeguarding concerns.Staff are alert to any changes in pupils' behaviour and ensure this is recorded on the school's online system. Leaders act swiftly so that pupils who need help and support from the local authority receive this in a timely way.

All incidents of harmful sexual behaviour are monitored and recorded so that external agencies are involved where necessary.

Pupils are taught to keep themselves safe through the school's PSHE curriculum, assemblies and form time.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• On a few occasions, teachers do not use assessment strategies as well as they could to check pupils' learning.

This sometimes means that pupils do not benefit from the most effective feedback on their work or that key knowledge is recapped effectively. Leaders should ensure that all teachers use assessment consistently well to further enhance what pupils know and remember. ? The PSHE provision for pupils in Years 9 to 11 is not as strong as it could be.

Pupils are not given enough opportunities to build on what they know. Therefore, they struggle to talk confidently about key themes and topics. Leaders should ensure that the PSHE provision improves so that it is of similar strength to that seen in Years 7 and 8.