Wolverhampton Girls' High School

Inspection of Wolverhampton Girls’ High School Tettenhall Road, Tettenhall, Wolverhampton, West Midlands WV6 0BY

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Inspection dates: 28 and 29 November 2023

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Overall effectiveness Outstanding

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

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Overall effectiveness Outstanding

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

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Overall effectiveness Outstanding

Ofsted has not previously inspected Wolverhampton Girls’ High School under section 5 of the Education Act 2005. However, Ofsted previously judged Wolverhampton Girls’ High School to be outstanding, before it opened as an academy. 28 and 29 November 2023

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What is it like to attend this school?

At Wolverhampton Girls’ High School pupils achieve academic excellence and contribute positively to all aspects of school life. They are proud to be a part of this diverse and inclusive community.

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What is it like to attend this school?

Pupils benefit from an exceptional enrichment offer. The school provides numerous, varied opportunities to nurture, develop and stretch pupils’ talents and interests. Pupils speak highly of these and make good use of them. They often take the lead and are instrumental in establishing new clubs and societies, such as law society, debating club, and gothic film club, as well as events such as ‘culture day’. The school has ensured there is something for everyone.

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What is it like to attend this school?

The school has a vast array of opportunities for pupils to take on leadership roles. Older pupils are role models and look out for their younger peers. The ‘mental health student support team’ is there to listen to those who need someone to talk to. Sixth-form ‘academic mentors’ impart their subject knowledge to those who need guidance.

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What is it like to attend this school?

The school’s motto, ‘Ludus supra praemium’, emphasises the value of wholeheartedly being part of the school community. Pupils are on board with this and strive to achieve their personal best. They successfully gain places at their chosen universities to study degrees, apprenticeships and other courses.

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better?

Pupils receive an outstanding quality of education. Curriculum planning is meticulous and exceeds the expectations of the national curriculum. Staff have high expectations of how pupils will develop their knowledge over time from Year 7 to Year 13. There is a clear vision of what pupils need to learn and how they will learn it to become experts in the subjects they are studying. As a result, pupils are continuously and systematically building on their knowledge.

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better?

Pupils have highly positive attitudes and are committed to their education. They are taught by staff who are subject specialists. Teachers use a wide range of teaching strategies and analogies to bring learning to life. They continually check that pupils have grasped the learning. They effortlessly adapt the work for those who do not understand and also for those who need their knowledge deepened further. As a result, pupils make excellent progress.

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better?

The school has engendered in pupils a love of reading. Sixth-form students are mentors for their younger peers. They support those who are proficient readers and those who need some extra help. Monthly library lessons include designing a book cover or writing a book review. In sixth-form enrichment lessons, students take part in writing their own play for the National Theatre. Lessons include a range of literary 28 and 29 November 2023

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techniques such as extracting key information from articles. All of this further develops pupils into confident young adults who articulate themselves well.

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The school accurately identifies pupils with special educational needs and/or disabilities (SEND). There is a team around each pupil with SEND that supports them in all aspects of school life. Staff are well trained to know who the pupils with SEND are and how to meet their needs. As a result, pupils with SEND progress exceptionally well.

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Pupils behave impeccably and have high levels of respect for one another. There is a strong focus on supporting the well-being and mental health of pupils. The dedicated pastoral team includes educational psychologists, the school counsellor, well-being officers and house leaders. The team has the expertise to deal with issues that pupils are experiencing. Pupils are keen to help each other, both academically and emotionally. The ‘anti-bullying ambassadors’ deliver information to pupils through assemblies and newsletters, ensuring that the theme of anti-bullying stays on everyone’s radar. They are approachable and listen to any concerns that pupils have, passing these on to the adults, who ensure that pupils get the right help at the right time. All of this supports pupils with their social, emotional and mental health needs.

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Personal, social and health education (PSHE) is taught by experts. Pupils play an influential role in developing this rich curriculum. It incorporates local issues and any concerns that pupils may have. There is a clear rationale for what will be taught and when. Guest speakers, including emergency services and the NHS, reinforce key messages. Pupils have a great understanding of this curriculum, which resonates in their character.

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The house system brings out the competitiveness in pupils. In the ‘house arts’, dancers, actors, musicians and singers compete. In the ‘house winter games’, pupils compete in activities such as the spelling challenge, board games and a heart dissection. Pupils are keen to contribute and make a difference to the house they represent.

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The comprehensive careers programme is embedded in the academic and PSHE curriculum. Pupils have a secure understanding of vocational qualifications, apprenticeships, A levels and university courses. Pupils in Years 10 and 12 benefit from work experience. The programme ensures that pupils are well prepared and have the confidence to make decisions about their next steps.

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Leaders continuously evaluate the effectiveness of all that they do. As a result, they have a clear oversight of the school, placing pupils’ best interests at heart. The quality of the education pupils receive is exceptional, additionally enriched through their personal development.

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Safeguarding

The arrangements for safeguarding are effective. 28 and 29 November 2023

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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’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 28 and 29 November 2023

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provision

Number of pupils on the school roll 1,181

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sixth form

Appropriate authority The governing body

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sixth form

Dates of previous inspection 29 and 30 November 2017, under section 8 of the Education Act 2005

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Information about this school

 The school uses one registered alternative provider.  The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.  Wolverhampton Girls’ High School converted to become an academy in April 2014.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. 28 and 29 November 2023

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 Inspections are a point-in-time judgement about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors carried out deep dives in these subjects: geography, history, languages, mathematics, music, and science. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also visited lessons in other subjects.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive

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culture around safeguarding that puts pupils’ interests first.  Inspectors held discussions with the headteacher, other senior leaders, the chair of governors and other governors.

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Inspection team

Sultanat Yunus, lead inspector His Majesty’s Inspector

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Inspection team

Jane Epton Ofsted Inspector 28 and 29 November 2023

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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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