Feversham Girls' Secondary Academy

Feversham Girls' Secondary Academy

Address: 158 Cliffe Road, Undercliffe, Bradford, West Yorkshire, BD3 0LT Unique reference number (URN): 136962

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Pupils consistently achieve well across the curriculum. Over time, achievement in national tests and assessments has been above national average across most areas. The outcomes for disadvantaged pupils are particularly high compared to disadvantaged pupils nationally. Pupils are very well prepared for their next steps in education, employment or training.

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Achievement Strong standard

Pupils produce high-quality work across the curriculum. They can remember important knowledge that they have learned previously. They speak confidently about their understanding of key ideas and concepts. This helps them to build and develop their learning effectively over time. Leaders have established very effective systems to support pupils with special educational needs and/or disabilities, pupils who are disadvantaged and pupils who face other barriers to their learning to make strong progress though the curriculum. Pupils who have gaps in their basic knowledge and skills are well supported to close these gaps. This allows them to succeed from their respective starting points.

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Attendance and behaviour Strong standard

Pupils attend very well. They feel a strong sense of belonging and they want to be at school. Leaders are relentless in promoting the importance of high attendance. Attendance over time has been consistently above national averages. This includes the attendance of pupils who are disadvantaged and pupils with special educational needs and/or disabilities. Leaders analyse attendance information closely and effectively. They have a clear and well- informed understanding of the barriers that pupils face to good attendance. Leaders have implemented systems to address these areas successfully and they do not shy away from challenging but constructive conversations with both pupils and parents.

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Attendance and behaviour Strong standard

Pupils’ behaviour is exemplary, both in lessons and around the school during social times. They behave with courtesy and respect, both towards one another and towards adults. There are clear routines across the school that are well understood by staff and pupils. This creates a culture where pupils can learn without interruption. Bullying is extremely unusual and pupils are confident that staff would address it quickly and effectively if it did happen. There are very few instances of discriminatory behaviour. Leaders have established very effective systems to ensure that the very small number of pupils whose behaviour does not meet their expectations are supported to do so.

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Curriculum and teaching Strong standard

Leaders have designed a high-quality, ambitious curriculum across subjects and year groups. It is intelligently sequenced and allows pupils to build their learning very effectively over time. This includes disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND).

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Curriculum and teaching Strong standard

Teachers implement this curriculum consistently well. They have expert subject knowledge. Pupils appreciate the way that teachers scaffold their learning. This helps them to become independent and confident learners over time. There is a successful focus upon developing pupils’ vocabulary across the curriculum. Teachers check pupils’ understanding skilfully through highly effective questioning techniques. Where pupils show misunderstanding or misconceptions, these are addressed swiftly. No pupils are left behind in their learning.

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Curriculum and teaching Strong standard

Where pupils face barriers to their learning, including disadvantaged pupils and pupils with SEND, teachers support these pupils well. Where pupils have gaps in their basic knowledge, such as reading and handwriting, there are interventions in place that address these gaps successfully.

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Curriculum and teaching Strong standard

Leaders review the impact of the curriculum in great detail. They use this analysis to identify areas where there could be further improvement. For example, leaders identified that pupils’ confidence in spoken language and oracy could be improved. Consequently, they adapted the structure of lessons to ensure that there is a greater focus upon this area. The positive impact of this work is evident in the assured way that pupils can articulate their learning.

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Inclusion Strong standard

Leaders have successfully created a positive culture of inclusion and high ambition for all pupils across the school. They have established highly effective systems that consistently support pupils, who are disadvantaged, pupils with special educational needs and/or disabilities and pupils who face other barriers to their learning, to achieve well across the curriculum. Leaders have ensured that the professional learning programme for staff allows them to understand how to support these pupils well.

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Inclusion Strong standard

Leaders identify pupils’ needs quickly and effectively. They establish well-considered strategies to address these needs. Teachers then develop bespoke, subject-specific adaptations to ensure that these strategies are appropriate and comprehensive. Leaders have implemented a rigorous quality assurance programme that ensures that the impact of these plans is reviewed regularly. Where adaptations are needed, these are made quickly and appropriately.

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Inclusion Strong standard

The school’s pupil premium strategy identifies a range of evidence-based strategies to address the barriers that pupils who are disadvantaged face. Leaders have implemented high-quality training to ensure that these strategies are well understood by staff. This supports pupils who are disadvantaged to attend and achieve highly across the school.

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Inclusion Strong standard

Leaders work closely with families and external agencies to ensure that there is a wide support structure for vulnerable pupils. This includes pupils who are known, or previously known, to social care.

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Leadership and governance Strong standard

Leaders, trustees and governors are united in a collective moral purpose to ensure that the school gives all pupils and students the best possible life chances. Their decisions are always child centred. Leaders have a very clear understanding of the school’s many strengths. However, there is no sense of complacency. There is an outward looking process of continuous improvement that underpins the school’s systems. Leaders have identified areas which could be further improved and they have acted swiftly and effectively to do so. Trustees meet all of their statutory duties. There is an intelligently structured system of governance, which ensures that trustees are well informed about the school’s performance and improvement priorities. They provide robust challenge and support to leaders in relation to these areas.

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Leadership and governance Strong standard

The professional learning programme is highly effective. It draws upon effective, evidence- based practice from both within the school and from outside. It supports staff to develop their practice in line with the school’s priorities for improvement on a bespoke, personalised level.

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Leadership and governance Strong standard

Staff are well supported by leaders in managing their workload and wellbeing. They are proud to work at the school. Leaders have introduced several opportunities for parents and carers to be more widely involved in their children’s education. These include a range of parent workshops and parents accompanying their children on trips and visits. Parents speak very positively about the way that the school supports their children.

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Personal development and wellbeing Strong standard

Leaders have established a coherent and appropriate personal, social and health education curriculum that is an entitlement for all pupils. The programme includes a comprehensive relationships and sex education and health education programme. Local contextual safeguarding risks are built into the curriculum and this helps pupils know how to keep themselves safe.

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Personal development and wellbeing Strong standard

Pupils understand both fundamental British values and protected characteristics deeply and with complexity. They are taught about wider faiths beyond the central Islamic faith that permeates the school and they can articulate these clearly. Pupils respect diversity and they understand the importance of doing so. There is a culture of care and selflessness generated through provision at the school. Pupils are proud of the charitable work that they have done across the school and the significant sums of money that have been raised through this activity.

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Personal development and wellbeing Strong standard

Leaders have established a comprehensive enrichment programme, which ensures that the needs and interests of pupils are met. There are many opportunities for pupils to participate in wider activities, including trips, visits and clubs. Pupils who are disadvantaged, pupils with special educational needs and/or disabilities and pupils who face other barriers to their learning are equally included within these activities.

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Personal development and wellbeing Strong standard

The careers programme is comprehensively mapped across the school. It supports pupils well in identifying their next steps, both in terms of subject choices and career aspirations. Leaders have established a wide range of opportunities for pupils to experience careers through external visitors, careers drop down days and work experience. Pupils and students value these opportunities. Many pupils go on to high level courses, which are appropriate to their respective ambitions. The vast majority of pupils sustain their destinations after leaving Year 11.

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Personal development and wellbeing Strong standard

There are a wide range of highly effective pastoral support systems available to pupils and students. These link to support for mental health through a range of counselling services as well as support through staff attached to individual year groups. Pupils are confident in

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Expected standard

accessing this support. It helps pupils to be able to attend school, access the curriculum and thrive.

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Post 16 provision Expected standard

Leaders have an accurate understanding of the strengths and areas for development of the post-16 curriculum. It is well sequenced and builds upon students’ prior learning effectively. Typically, students achieve broadly in line with national averages at A level. Students’ achievement in vocational subjects over time is significantly above average.

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Post 16 provision Expected standard

Leaders have made significant changes to sixth-form provision recently. These changes are well considered and evidence based. They are designed to improve students’ learning and progress across the curriculum through developing their independent study skills. The central principles behind this are to consolidate, practise and extend students’ learning in a systematic and structured way. There is clear evidence of the positive impact of this approach, although it is not fully embedded. Teachers generally structure lessons in a way that develops these skills effectively. They adapt teaching appropriately to ensure that the small number of students, who face additional barriers to their learning, can access the curriculum in line with their peers.

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Post 16 provision Expected standard

There is an age-appropriate personal development programme across the sixth form. This supports students to be prepared for their next steps and for life after the school. Sixth-form students are excellent role models for younger students. There are a number of enrichment and wider opportunities available to them, including acting as reading mentors for younger pupils. Many students take up these opportunities.

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What it's like to be a pupil at this school

Feversham Girls’ Secondary Academy is a very welcoming school, where pupils thrive and flourish. They are happy and safe. Pupils really enjoy coming to school and they attend well. They are very proud of their school. Pupils value the positive, warm relationships with staff and feel a strong sense of belonging. They achieve extremely well, both within school and in national tests and examinations. Pupils are very well prepared for their next steps and for life in modern Britain.

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What it's like to be a pupil at this school

Pupils behave impeccably. The school is calm and orderly throughout. Pupils know that bullying is wrong and it hardly ever happens. An atmosphere of respect runs throughout the school. There is a positive sense of purpose within classrooms and pupils thoroughly enjoy their learning across the curriculum. Pupils learn well in lessons and they have high aspirations for the future. They are determined to be the very best versions of themselves. Older pupils are very strong role models for younger pupils. Pupils value the many enrichment opportunities that they have at the school. These include summer sports programmes, ‘medical mavericks’ and ‘zoo labs’ activities, speakers from the Bradford Literature Festival, theatre trips and a project with Oxford University to promote progression to Russell Group universities. Many pupils take advantage of these opportunities. Pupils also value the leadership opportunities that the school offers them.

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What it's like to be a pupil at this school

Members of the school council speak enthusiastically about how widely and actively they are involved in reviewing and shaping school systems. For example, the school’s approach to the teaching of personal, social and health education has become more interactive as a result of their discussions with leaders.

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Next steps

Leaders should ensure that recent improvements to post-16 provision are fully embedded and lead to consistently high achievement and outcomes for students.

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About this inspection

This school is part of iExel Education 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), Professor Mohammed Khurshid Khan, and overseen by a board of trustees, chaired by Professor Ihtesham Ur Rehman.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMI.

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About this inspection

Inspectors spoke with the principal and other members of the senior leadership team during the inspection. Inspectors also met with teaching and support staff. The lead inspector held meetings with members of both the trust board and local governing body, and with the deputy CEO.

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About this inspection

Inspectors spoke with several groups of pupils, as well as having discussions with pupils in lessons and at break and lunchtimes.

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About this inspection

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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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

This school is registered as having a Muslim religious character. The last section 48 inspection was carried out in October 2017.

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About this inspection

The school currently uses no alternative provision.

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Team inspectors:

Stuart Voyce, Ofsted Inspector Zoe Helman, His Majesty's Inspector Helen Lane, Ofsted Inspector Harkireet Sohel, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England. Principal: Sajida Muneer National average: 1,153

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

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national average

2024/25 (revised) 45.2% 45.4% Close to average

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national average

2023/24 (final) 48.3% 45.9% Close to average

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national average

2022/23 (final) 44.2% 45.3% Close to average

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Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

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national average

2022/23 (final) 32.5% 25.2% Close to average

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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A-level average point score

The average points that students achieved per A-level entry.

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national average

2024/25 (revised) 36.67 34.99 Close to average

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national average

2023/24 (final) 33.65 34.38 Close to average

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national average

2022/23 (final) 32.53 34.16 Close to average

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A-level value added

A score showing students’ progress between the end of key stage 4 and the end of their academic qualification studies.

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national average

2024/25 (revised) 0.0 0.0 Close to average

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2022/23 (3 term) 7.9% 9.0% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2022/23 (3 term) 23.9% 26.5% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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