Challney High School for Girls

Inspection of Challney High School for Girls Addington Way, Luton, Bedfordshire LU4 9FJ

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding

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Overall effectiveness Outstanding

Previous inspection grade Not previously inspected under section 5 of the Education Act 14–15 January 2020

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What is it like to attend this school?

The belief that all pupils can develop the skills and confidence to become ‘influential women of the future’ is threaded through every aspect of school life. Staff and pupils share this ambition. Expectations are high. Pupils live the school’s values of respect, readiness to learn and resilience. Classrooms are places where pupils can be curious, questioning and unafraid to make mistakes. Pupils willingly work hard, do not give up and actively support each other so that everyone can flourish.

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What is it like to attend this school?

Pupils value the many opportunities to widen their experience of the world. They participate fully in the extensive extra-curricular programme. The ‘memorable experiences’ days allow all pupils to try new things and develop new interests. Pupils work to improve the lives of others. They raise thousands of pounds every year for local and international causes.

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What is it like to attend this school?

Pupils have no concerns about bullying. They show considerable maturity when talking about people’s differences and how, in school, they are accepted for who they are.

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What is it like to attend this school?

Pupils are proud of their school. School council members could not think of one thing they would change. Pupils and teachers respect and value each other. Pupils told us that teachers go out of their way to offer help and support.

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better?

Leaders, trustees and governors are unswerving in their determination to raise achievement and develop pupils’ character. This has a hugely positive impact on pupils’ life chances. Leaders have designed a curriculum that meets the needs of pupils and the local community exceptionally well. Pupils make substantial gains in their knowledge, skills and understanding over their time at the school.

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better?

Leaders have successfully raised pupils’ aspirations. More pupils are studying the subjects that make up the English Baccalaureate, particularly French and Spanish. Leaders strongly promote science and information technology because these skills are highly sought after by local industry. Increasing proportions of pupils go on to study academic courses when they leave school. Leaders’ joined-up thinking helps pupils to develop the attitudes and confidence they need to benefit from these opportunities.

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better?

The school is a lively, harmonious place to be. Leaders successfully promote a culture of teamwork, aspiration and trust. Teachers try new things and then share what has worked. They have time together to think very carefully about what pupils need to know, remember and understand. Teachers use their frequent checks on pupils’ understanding to expertly adapt their planning. 14–15 January 2020

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Teachers use a variety of ways to help pupils remember what they have learned. In mathematics, for example, lessons always begin with a rapid recap of previous learning.

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In key stage 3, pupils enjoy learning in a wide range of subjects. Leaders have filled gaps that were previously in the curriculum. For example, the addition of music and drama has been extremely popular. Pupils broaden their ideas and get to learn about other cultures and art forms.

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Leaders and teachers have high ambitions for pupils with special educational needs and/or disabilities (SEND). Pupils with SEND play a full and active role in school life. They achieve exceptionally well because teachers are highly skilled at adapting their planning and teaching to meet pupils’ different needs.

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The personal development curriculum is a huge strength of the school. It contributes significantly to helping pupils to build their self-esteem, self-belief and confidence. Pupils speak with conviction about their future ambitions. They are well informed and determined to make the most of their opportunities.

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Teachers strive to give pupils the tools they need to succeed in the wider world. For example, pupils learn how to run an effective fundraising campaign, which is why their charity work is so successful. Pupils learn how to debate and present their ideas. They speak confidently. All teachers ensure that pupils gain the vocabulary they need to make themselves heard. Pupils readily share their ideas and are generous in supporting their classmates.

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People are important at Challney High School for Girls. Staff feel valued and respected. Leaders take staff members’ training and development seriously. Pupils’ well-being and success are at the heart of everything the school does.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

All staff are well aware of the issues that pupils face in the community. The safeguarding team has worked tirelessly to build good relationships with families so that the right support is provided when pupils require extra help. Records show how tenacious staff are when trying to get the right help in place for a vulnerable pupil.

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Safeguarding

Pupils learn about managing risks within the highly effective personal development programme. This considers local issues, as well as helping pupils to keep themselves safe when online and when out of school. 14–15 January 2020

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How can I feed back my views?

or to find out what other parents and carers think. We use Ofsted Parent View information when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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How can I feed back my views?

If you are the school and you are not happy with the inspection or the report, you can complain to Ofsted .

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 14–15 January 2020

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School details

Inspection number 10121326 Type of school Secondary comprehensive

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School details

Number of pupils on the school roll 1,046

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School details

Date of previous inspection Not previously inspected

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Information about this school

 Challney High School for Girls joined The Chiltern Learning Trust in March 2017. When its predecessor school, known by the same name, was inspected by Ofsted in 2015, it was judged to require improvement.  Almost all pupils are from minority ethnic heritages. Many speak English as an additional language, although few are at an early stage of learning English.  The school serves a community of high economic deprivation.

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Information about this inspection

We carried out this inspection under section 5 of the Education Act 2005.

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Information about this inspection

 During the inspection, we carried out deep dives into English, mathematics, science, geography, music and personal, social, health and economic education. For each of these subjects, we met with subject leaders, visited lessons, talked to pupils about their work and met with teaching staff to discuss the school’s approach to curriculum delivery. 14–15 January 2020

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 We visited lessons in other subjects, including religious education, physical education, history, design and technology, and drama.  We also attended an assembly and visited form time.  We met with the headteacher and members of her senior team responsible for various areas of the school’s work, including SEND, safeguarding, careers guidance and attendance.  I met with the chair and one other member of the local governing body and three representatives from The Chiltern Learning Trust, including the chief executive officer.  We met with several groups of pupils and staff to gather their views of the school, as well as considering the results of the staff survey.  During the inspection, we were contacted by various stakeholders who wanted to share their experiences of the school. We also considered the 61 responses to Parent View, Ofsted’s online parental questionnaire.  We reviewed safeguarding arrangements by checking the school’s approach to

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staff recruitment, scrutinising policy documents and meeting with the designated safeguarding lead.

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Inspection team

Lesley Daniel, lead inspector Ofsted Inspector

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Inspection team

Duncan Ramsey Ofsted Inspector 14–15 January 2020

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