Sutton Coldfield Grammar School for Girls

Inspection of Sutton Coldfield Grammar School for Girls Jockey Road, Sutton Coldfield, West Midlands B73 5PT

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Sixth-form provision Good

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Overall effectiveness Good

Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

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Overall effectiveness Good

Ofsted has not previously inspected Sutton Coldfield Grammar School for Girls as an academy school under section 5 of the Education Act 2005 as, until November 2020, the school was exempted by law from routine inspection, so there has been a longer gap than usual between inspections.

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Overall effectiveness Good

Judgements in this report are based on the current inspection framework and also reflect changes that may have happened at any point since the last inspection of the predecessor school. 8 and 9 November 2022

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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’.

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What is it like to attend this school?

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.

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What is it like to attend this school?

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.

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What is it like to attend this school?

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’.

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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.

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better?

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.

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better?

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 8 and 9 November 2022

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use assessment strategies as well as they could to recall prior learning or provide subject-specific feedback.

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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.

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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.

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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.

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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.

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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.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

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. 8 and 9 November 2022

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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.

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

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(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.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View 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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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. 8 and 9 November 2022

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provision

Number of pupils on the school roll 1,220

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sixth form

Date of previous inspection Not previously inspected

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Information about this school

 Sutton Coldfield Grammar School for Girls is a selective school that admits pupils from across Sutton Coldfield and other local areas.  The school converted to an academy in February 2012.  The school does not use alternative provision.  The school meets the requirements of the Baker Clause, which requires schools to provide pupils in Years 8 to 13 with information about approved technical education qualifications and apprenticeships.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. 8 and 9 November 2022

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 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors focused on the following subjects: English, mathematics, geography, modern foreign languages, music and art and design. Inspectors examined leaders’ curriculum plans, visited lessons, looked at pupils’ work and talked with pupils about the way these subjects are taught. They also looked at other subjects to check how they are planned and taught.  Inspectors reviewed a range of school documents. These include information about behaviour, attendance, the school curriculum and improvement planning. The school website was also checked.  Inspectors talked to staff and leaders about safeguarding arrangements. They examined how leaders make employment checks on staff and scrutinised further

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safeguarding records. They also asked how incidents reported by pupils are recorded and analysed.  Inspectors observed informal times of the day to evaluate safeguarding and pupils’ behaviour.  Inspectors held meetings with members of the governing body, the headteacher, senior leaders, subject leaders, teachers and pupils. They also talked informally to pupils and staff to gather general information about school life.  Inspectors considered responses to the online survey, Ofsted Parent View, and free-text comments. Inspectors also considered responses to Ofsted’s staff survey.

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Inspection team

Mark Howes, lead inspector His Majesty’s Inspector

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Inspection team

Mike Onyon Ofsted Inspector 8 and 9 November 2022

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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