Elizabeth Garrett Anderson School

Inspection of Elizabeth Garrett Anderson School Donegal Street, Islington, London N1 9QG

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Inspection dates: 21 and 22 January 2025

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

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Until November 2020, the school was exempt from routine inspection because it was judged as outstanding for overall effectiveness at its previous inspection under section 5 of the Education Act 2005. The school has not been inspected under section 5 of the Act since December 2014. The school received a monitoring visit under section 8 of the Act on 10 November 2020. Since September 2024, schools have not been awarded an overall effectiveness grade. 21 and 22 January 2025

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What is it like to attend this school?

Pupils are exceptionally well supported to succeed at Elizabeth Garrett Anderson School. Leaders’ ambition for pupils to develop both academically and socially and to ‘learn without limits’ is fully realised. Pupils are ambitious for what they can achieve, and staff encourage this through high expectations. One parent, expressing the views of many, described the school as being ‘an empowering environment for girls’.

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What is it like to attend this school?

The school has designed a broad and ambitious curriculum. As a result, pupils develop secure subject knowledge. They achieve very strong examination results in a wide range of subjects. Pupils with special educational needs and/or disabilities (SEND) do equally well. This is because teachers are skilful practitioners who make well-considered adaptations for these pupils.

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What is it like to attend this school?

Across the school, behaviour and conduct is exemplary. Pupils are polite and courteous, demonstrating highly positive attitudes to their learning. Pupils are happy and kept safe. This is because staff and pupils share highly respectful relationships, which creates a culture where all are valued. Pupils are highly supportive of their peers and are excellent ambassadors, keen to contribute to the wider life of the school. They seize every opportunity to participate in the wide range of extra-curricular opportunities on offer through the school’s ‘super curriculum’.

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

The school has carefully considered the starting points of pupils before they arrive in Year 7. It has in place a range of activities that assist pupils in their transition from primary school. Staff have set out precisely the most important knowledge that pupils need to learn in each subject. Learning is sequenced logically so that it builds on what pupils already know. The curriculum matches, and often exceeds, the scope of what is expected nationally. Most pupils study the suite of subjects that make up the English Baccalaureate in key stage 4.

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

Consistently high-quality teaching from staff who are experts in their subjects means pupils develop a deep understanding of subject content. Teachers carefully check pupils’ understanding of what has been taught, picking up on and addressing misconceptions swiftly. They use their expertise to introduce and model new knowledge and techniques. Pupils practise using this new knowledge. They use the feedback and guidance that teachers provide to further improve their work.

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

The school identifies pupils with SEND effectively. Detailed plans are put in place to support their learning. Teachers understand the specific needs of pupils and are well trained to enable them to access the full curriculum. The school places a high priority on reading. Appropriate specialist support is put in place for pupils who struggle and need help to catch up.

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

Pupils are highly supportive and respectful of each other. Classrooms are calm and focused. The approach that staff take to encouraging positive behaviour is consistent and 21 and 22 January 2025

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fair. Teachers have positive working relationships with pupils. As a result, pupils are willing to answer questions and to take risks. They listen carefully to their teachers and each other, asking interesting questions that demonstrate their curiosity to learn.

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The wider personal development of pupils is a considerable strength of the school. Pupils study a carefully crafted programme that prepares them well for life in modern Britain. For example, they learn about tolerance and diversity, including discussing the ‘thought for the week’ in daily tutor sessions. Pupils enjoy taking part in ‘identity day’, where they learn about the importance of respect for other cultures. Pupils can choose from a high- quality range of enrichment opportunities, such as debating, choir, oil painting and a range of sporting clubs. These help pupils broaden their skills and develop their confidence.

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Pupils learn about how to manage their physical and mental health as well as how to stay safe online. High-quality careers guidance is provided throughout the school, ensuring pupils are well informed about their next steps.

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Staff benefit from high-quality training and professional development. Early career teachers receive excellent support. All staff are well informed about appropriate safeguarding procedures, and systems for reporting concerns are well understood. The school works with staff to ensure they are supported in their workload and well-being. Parents and carers are very positive about their children’s experiences at this school. Knowledgeable governors provide highly effective challenge and support to school leaders.

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Safeguarding

The arrangements for safeguarding are effective.

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How can I feed back my views?

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 21 and 22 January 2025

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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). 21 and 22 January 2025

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School details

Appropriate authority The governing body

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School details

Chair of governing body Yemsrach Hailemariam

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School details

Dates of previous inspection 16 and 17 December 2014, under section 5 of the Education Act 2005

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Information about this school

 The school makes use of four registered alternative providers.  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.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 21 and 22 January 2025

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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 the school and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher and other senior leaders. They also met with members of the governing body, including the chair of governors, and spoke with a representative from the local authority.  Inspectors carried out deep dives in these subjects: English, mathematics, modern foreign languages and history. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. Inspectors also considered the curriculum in some other subjects.  Inspectors scrutinised a range of documents, including leaders’ evaluation of the school and priorities for improvement.

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 To evaluate the effectiveness of safeguarding, the 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 culture around safeguarding that puts pupils’ interests first.  Inspectors held meetings with staff and with pupils. Behaviour was observed both in lessons and around the school.  The views of pupils, parents and carers, and staff were considered through discussions and looking at information collected from Ofsted’s surveys.

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Inspection team

Robert Grice, lead inspector His Majesty’s Inspector

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Inspection team

Matea Marcinko His Majesty’s Inspector 21 and 22 January 2025

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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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