Batley Girls' High School

Inspection of Batley Girls' High School Windmill Lane, Batley, West Yorkshire WF17 0LD

p.1

Inspection dates: 28 and 29 January 2025

p.1

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

p.1

The headteacher of this school is Gary Kibble. This school is part of Batley Multi Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Samantha Vickers, and overseen by a board of trustees, chaired by Siraj Mayet.

p.1

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 October 2013. Since September 2024, schools have not been awarded an overall effectiveness grade. 28 and 29 January 2025

p.1

What is it like to attend this school?

This warm, welcoming school is wholeheartedly focused on its pupils. Pupils settle in quickly when they arrive. They understand that staff care for them and want them to succeed. Pupils feel safe and know they have support around them when they need it. They go on to do well in the subjects they study and appreciate the help they get to achieve.

p.2

What is it like to attend this school?

Lessons are purposeful. Pupils behave well in classrooms. They are respectful, kind and polite as they move around the site. Strong and effective pastoral care is available. This helps those who need support to engage positively with the life of the school. Students in the sixth form make great contributions to the life of the school. For example, they receive training to help younger pupils with their reading.

p.2

What is it like to attend this school?

The development of pupils’ character is exemplary. The school guides pupils to explore their talents and interests. Staff help pupils to gain a clear understanding of life beyond school. Pupils experience a broad selection of wider opportunities. These include visits to visits to the Houses of Parliament and regular, meaningful encounters with employers. Pupils and students in the sixth form are prepared well for the next steps they take.

p.2

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

The school is highly ambitious for all its pupils, regardless of their past experiences or current challenges. Teachers are skilled in delivering learning and have a strong understanding of the curriculum they are guiding pupils through. In all subjects the learning is carefully sequenced. Staff give pupils opportunities to regularly revisit work. Pupils and students in the sixth form benefit from this approach and do well.

p.2

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

Changes in the school have improved the experience of disadvantaged pupils including those with special educational needs and/or disabilities (SEND). The school understands their needs and checks on pupils’ learning well to determine what help is required. Staff carefully consider pupils’ information to ensure that the correct provision is in place to meet both their learning and wider development needs. However, there is some variability in how well the curriculum is adapted at times for pupils with SEND. As a result, some pupils do not always receive the precise support they need to access learning as effectively as possible.

p.2

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

The school has raised the profile of reading. Most pupils quickly gain the knowledge and skills they need to become confident, fluent readers. They are supported to engage with a wide variety of texts. Pupils enjoy having access to the ‘learning resource centre’ at lunch time for reading or other relaxing activities. Pupils who find reading difficult are helped to catch up. Reading is being promoted well through a variety of subjects.

p.2

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

Pupils can concentrate on their work as behaviour is managed well. All staff are clear about the behaviours that they expect from the pupils. Pupils understand exactly what is required of them. Older pupils and students recognise the improvements in behaviour over recent years. The school has rightly made attendance a high priority. Pupils are 28 and 29 January 2025

p.2

3

beginning to attend more frequently. However, further work is needed in this area to ensure sustained improvement.

p.3

3

Pupils’ personal development is a priority across key stages and is embedded exceptionally well. Every opportunity is carefully intertwined with learning to allow pupils to develop a much richer experience of life. For example, pupils have opportunities to learn from local artists and take part in trips careful matched to the curriculum. Pupils are very much involved in the life of the school. The student leadership team works reflectively with leaders to drive improvements. For example, the revised rewards system is enhancing the school experience for everyone.

p.3

3

The school is deeply committed to providing a strong careers education. Pupils engage with a wide range of employers and education providers. They can confidently talk about the experiences they have had. Pupils receive personalised careers support to make their next step as well matched as possible. Disadvantaged pupils receive targeted support to have constructive encounters with the world of work. Pupils are helped to understand the range of local, regional and national opportunities available to them. Students in the sixth form take up an array of activities which support, extend and enrich their academic studies. They aspire to an impressive range of ambitions and successfully progress to high-quality destinations.

p.3

3

Staff enjoy working together as a team. They receive timely professional development in line with the school’s improvement priorities. It aids teachers in developing their subject and pedagogical understanding well.

p.3

3

Trustees, trust staff and governors have a clear understanding of the school and its priorities. They provide effective challenge and support. Leaders work together to bring in ideas which aid the school’s development. Parents are actively consulted and engage with leaders to help shape improvements that further enhance the school.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 Adaptations for pupils with SEND are not always consistently implemented. As a result, some pupils are not able to build their knowledge effectively over time. The school should ensure that assessment is used consistently well to allow pupils to receive the precise support they need.  Attendance for some pupils is not as strong as it needs to be. As a result of absence, these pupils miss valuable time in lessons. The school should ensure that the focus on 28 and 29 January 2025

p.3

4

attendance continues and consider how they support pupils to access more of the ambitious curriculum being delivered.

p.4

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.

p.4

How can I feed back my views?

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

p.4

Further information

You can search for published performance information about the school.

p.4

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 January 2025

p.4

provision

Number of pupils on the school roll 1376

p.5

form

Dates of previous inspection 9 and 10 October 2013, under section 5 of the Education Act 2005

p.5

Information about this school

 The school is part of the Batley Multi Academy Trust.  The school uses four alternative provisions for pupils. Two of them are registered.  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.

p.5

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 28 and 29 January 2025

p.5

6

(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.

p.6

6

 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.  During the inspection, inspectors held discussions with the headteacher, CEO, other senior and middle leaders and the special educational needs coordinator.  Inspectors held discussions with trustees, including the chair of the trust, and members of the governing body, including the chair of governors.  Inspectors carried out deep dives in English, mathematics, geography, science and art and design. For each of these subjects, inspectors met with subject leaders, carried out visits to lessons, spoke to pupils and looked at some of their work.  Inspectors visited form time and reviewed the extra-curricular activities with leaders.

p.6

6

 Inspectors met with members of staff and spoke to pupils at various points in the inspection.  Inspectors met with pastoral staff and visited the areas used to support pupils during the school day.  Inspectors looked at records and spoke to staff in relation to behaviour, bullying, attendance and safeguarding.  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.

p.6

Inspection team

Richard Wakefield, lead inspector His Majesty's Inspector

p.6

Inspection team

Pritiben Patel Ofsted Inspector 28 and 29 January 2025

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7