The Ellen Wilkinson School for Girls

Highlights from Latest Inspection

Outcome

Evidence gathered during this ungraded (section 8) inspection suggests that the school's work may have improved significantly across all areas since the previous inspection. The school's next inspection will be a graded inspection.

What is it like to attend this school?

Pupils excel at this school due to the ambitious curriculum provided and the school's inclusive ethos. The school has high expectations for pupils, including those with special educational needs and/or disabilities (SEND). Pupils are provided with an excellent education that strongly prepares them for their next steps.

Outcomes are exceptionally high, including in the sixth form.

The school is driven by its... mission to empower 'girls to create their future'. It does this by giving pupils the tools they need to succeed with a rich personal development programme.

This has not been hampered, despite the significant impact of reinforced autoclaved aerated concrete (RAAC) that the school has had to contend with. Pupils take part in a wide range of enrichment opportunities to gain valuable life experiences. These include trips, workshops, learning to play musical instruments and hearing speakers from different walks of life.

Pupils are safe and happy at this school. They behave very well and are committed to their learning. They are courteous and respectful to each other and adults.

Where pupils struggle to meet the school's high expectations, staff take prompt and effective action to support them. Sixth-form students take an active role in mentoring younger pupils. They endeavour to be positive role models.

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

Pupils follow a rich curriculum that is sharply focused on developing intellectual curiosity. This is also evident in the sixth form, where the quality of the educational provision now matches the rest of the school. For example, in Year 13 chemistry, students explore the compounds of acids to explain how Rasputin avoided death despite attempts to poison him.

In doing so, they consider Russia in the 1900s and views on the supernatural versus science. While in English, sixth-form students apply their independent research to hold sophisticated discussions about the themes of power and patriarchy in the gothic genre.

Teachers have strong subject knowledge.

They use this to design and deliver exceptional learning. Knowledge is logically sequenced, so pupils return to, embed and build on key concepts. Pupils are then given ample time to apply and practise their skills.

For example, in mathematics they apply their learning of quadratic equations with increasing confidence.

Pupils, including those with SEND, develop a strong body of knowledge across different subjects. Pupils with SEND are quickly identified and included in the ambitious learning of the classroom.

Where additional help is required, they are given effective support. This includes the provision of braille and embossed images in art lessons for those who are visually impaired. Pupils with SEND benefit from the consistent approach to teaching across the school.

Teachers routinely check that learning is understood and new vocabulary explored before moving on to new content. The sixth form is highly inclusive and students with SEND achieve very well.

Reading is a priority of the school and ambitious texts are used throughout the curriculum.

Pupils who have not met the expected standard in English and mathematics at primary school are given carefully designed support. This builds their numerical understanding and literacy skills. Readers who require additional support receive help that is well-suited to them, so they quickly become fluent.

Pupils are highly motivated to learn in class. They conduct themselves with great maturity. Consequently, the school is calm and purposeful.

Pupils take on roles of leadership, including the school council. Sixth-form students take the lead on promoting equality and give assemblies on issues that may affect young women. Most pupils attend school very well and are on time.

The school takes swift action where any concerns about attendance are identified.

Leaders prepare pupils, including in the sixth form, extremely well for the next stage of education, employment or training. Pupils are provided with a careers' adviser, careers fairs, workshops and talks about a wide range of future pathways.

Those who are disadvantaged are given a high degree of mentoring and guidance.

Sixth-form students enjoy a range of initiatives and programmes, including law club, young medics society and sports leaders. They also have the opportunity to run their own magazine.

Younger pupils are offered a wide range of clubs, including chess, debating, orchestra and basketball. The school provides enrichment days on a plethora of topics, including finance, relationships, well-being and self-defence classes. Staff invest significant time to discuss mental health and strategies pupils can use.

Pupils know how to stay healthy and safe, including online.

Leaders and governors work effectively together. They have a keen understanding of the school and its context.

They have responded exceptionally well to the challenges presented by the detection of RAAC and the resulting building work. Staff are dedicated to the school and feel proud to work here.

Safeguarding

The arrangements for safeguarding are effective.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024, graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be outstanding for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be outstanding for overall effectiveness in June 2019.

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