The Young Women's Hub

Inspection of The Young Women's Hub Brownhill Road, Catford, Lewisham SE6 1AU

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good Overall effectiveness at previous inspection Good

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Overall effectiveness Good

Does the school meet the independent school standards?

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What is it like to attend this school?

Pupils flourish at this nurturing school. Teaching staff have a detailed understanding of pupils’ individual needs. Teachers use this knowledge to build trusting relationships with pupils. This helps pupils to feel happy and safe. Pupils know that staff care for them deeply and that there is always an adult there for them when needed. They explain that if they have a bad day, they are guaranteed to smile. Pupils’ behaviour during lessons and social times is impeccable. Pupils’ positive attitudes to learning reflect the high expectations of the school.

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What is it like to attend this school?

Opportunities to enrich the curriculum and beyond are excellent. The school gives pupils the opportunity to help at a food bank. Pupils visit a restaurant to discover foods from different cultures and to develop important social skills. These experiences help pupils build confidence and self-esteem.

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What is it like to attend this school?

The school has high aspirations for pupils to acquire the knowledge and skills needed to complete qualifications, such as functional skills in mathematics and English and vocational qualifications. Pupils work hard and succeed in a variety of subjects, including home cooking skills and expressive arts. Pupils are well prepared for the next steps of their learning journey.

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better?

Pupils typically arrive at this school having a history of disrupted schooling or may have been out of school for long periods of time. A key strength of the school is the way in which teaching staff re-engage pupils in their education and school life. The school identifies each pupil's starting point upon arrival. Teachers use this information to identify and address gaps in pupils' knowledge and skills. The school works with external professionals such as speech and language therapists. These experts support the school in quickly identifying pupils’ individual needs. Pupils with special educational needs and/or disabilities (SEND) receive highly individualised teaching approaches that supports their academic, social, and emotional development.

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better?

The school has created a culture of reading. Graphic novels and carefully chosen texts support pupils in developing a love for reading. Pupils are eager to read aloud, which they do confidently and fluently across subjects. The school has appropriate strategies in place to identify pupils who find reading more difficult. Tailored reading support helps pupils catch up quickly.

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better?

The school has a broad curriculum in place. Teachers have good subject knowledge. They typically use effective questioning to check for understanding. Teachers use this information to adapt teaching approaches to address misconceptions. In most subjects, the school has identified the important knowledge and skills that pupils need to learn. This helps teachers to know what to teach and when. However, in some subjects, the school has not clearly identified the skills, knowledge, and vocabulary it expects pupils to learn. As a result, sometimes teaching staff do not 8 to 10 July 2025 deepen and embed important content as well as they could. In addition, some pupils remember activities rather than essential knowledge and key skills.

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better?

Pupils are motivated, resilient and respectful learners. They learn in calm, purposeful classrooms. Pupils take great pride and care in looking after their classmates. Those pupils who need help to manage their behaviour receive highly effective support.

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better?

Attendance continues to be a priority for the school. The school works with external professionals and pupils’ families to establish barriers to attendance. With this information, the school provides bespoke support for both pupils and their parents and carers. Typically, pupils’ attendance improves significantly from their starting points.

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better?

The programme for pupils’ wider development is exemplary. Visits to the Houses of Parliament and the Royal Courts of Justice helps pupils to understand why law is important. The school has a well-structured approach to careers education. Pupils receive individual guidance about work experience opportunities and pathways into further education. Architects and potters visit the school, enabling pupils to learn about different career paths. Visits to universities reinforce the school’s belief that pupils can achieve their goals, regardless of their circumstances or backgrounds.

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better?

Pupils learn how to keep themselves physically and mentally healthy. They learn how to stay safe within and beyond the school. Pupils celebrate cultures that may be different from their own. These opportunities help pupils to value difference and prepare them well for life in modern Britain. The school provides pupils with opportunities to discuss and consider different points of view. For example, pupils debate whether education is the most effective tool to combat racism. In English, pupils explore the same events from different characters’ perspectives. These experiences develop pupils’ empathy and critical thinking skills.

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better?

The proprietor has taken appropriate action to address the areas for improvement identified at the previous inspection. The proprietor has an accurate understanding of the school’s strengths and areas for development. The proprietor and trustees have appropriate oversight of the school. As a result, the proprietor has ensured that all the independent school standards (the school standards) are met. The proprietor complies to schedule 10 of the Equality Act 2010. Staff are highly positive about the help they receive to further develop their practice and promote their well- being. Staff, parents and carers are rightly proud of this school.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and proprietor)

 In some subjects, the school has not precisely identified the most important key knowledge and skills that pupils need to learn. As a result, some pupils remember 8 to 10 July 2025 activities rather than important content. The school should identify and teach precise skills, knowledge and vocabulary in all subjects to help pupils remember their learning across the curriculum over time.

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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. 8 to 10 July 2025

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School details

Unique reference number 146277 DfE registration number 209/6005

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School details

Inspection number 10375112 Type of school Other Independent Special School

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School details

Annual fees (day pupils) £150 to £160 per day

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School details

Date of previous inspection 24 to 26 May 2022 8 to 10 July 2025

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Information about this school

 The Young Women’s Hub is a small independent school that also serves as an alternative provision setting for girls in the London Borough of Lewisham.  The school provides an alternative secondary programme to girls who have typically experienced a disrupted education. Most pupils attend the school on a dual-roll arrangement with their mainstream schools. A small number of pupils are placed at the school permanently by the local authority. Pupils may join the school at any point during the school year. All pupils at the time of this inspection have education, health and care plans.  The school complies with the Baker Clause, by ensuring that pupils in secondary education receive appropriate information about approved technical education qualifications and apprenticeships.  The school makes use of one unregistered alternative provision.

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Information about this inspection

Inspectors carried out this inspection under section 109(1) and (2) of the Education and Skills Act 2008. The purpose of the inspection is to advise the Secretary of State for Education about the school's suitability for continued registration as an independent school.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors held meetings with the headteacher and other leaders. The lead inspector had meetings with the proprietor and met with the chair of trustees. The lead inspector also spoke to the local authority about the school.  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 carried out deep dives in these subjects: English, mathematics and art. For each deep dive, inspectors held discussions about the curriculum, looked at

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Information about this inspection

curriculum plans, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. Inspectors also looked at curriculum plans and spoke to leaders about some other subjects.  Inspectors observed pupils’ behaviour in lessons and at lunchtimes.  Inspectors considered responses to Ofsted’s online survey for parents, Ofsted Parent View, including parents’ free-text responses. Inspectors also took account of responses to Ofsted’s staff and pupil surveys. 8 to 10 July 2025  Inspectors toured the school site to gather evidence about compliance with the standards. Inspectors also reviewed a range of other documents and policies, including on the school’s website.

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Inspection team

Deborah Walters, lead inspector His Majesty's Inspector

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Inspection team

Hannah Glossop His Majesty's Inspector 8 to 10 July 2025 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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Inspection team

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Inspection team

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Inspection team

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Inspection team

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