Fulham Cross Girls' School and Language College

College

Address: Munster Road, Fulham, London, SW6 6BP Unique reference number (URN): 139365

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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

The school is rightly very proud of pupils’ achievements. High-quality teaching across most areas of the curriculum supports most pupils to attain above average in national examinations by the end of Year 11. The achievement of disadvantaged pupils in some subjects is above that of their non-disadvantaged peers. Pupils are very well prepared for their next steps in education. Leaders recognise that the same high standards of achievement are not seen in a minority of subject areas and are taking decisive action to address this.

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Achievement Strong standard

Pupils secure and apply their essential knowledge in reading, writing and mathematics across most subjects. Leaders ensure that additional support to help pupils catch up with their learning is successful. As a result, pupils become more accomplished with their learning in the classroom. In lessons, pupils develop detailed curriculum knowledge over time. This is reflected in the high-quality work they produce across curriculum subjects. Pupils with special educational needs and/or disabilities make very positive progress from their starting points.

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Attendance and behaviour Strong standard

Historically, pupils’ attendance has been close to the national average. Leaders have taken proactive steps to ensure that the whole school community works together to improve attendance. They prioritise the importance of regular attendance and promote high expectations with pupils and parents and carers. This work is proving very effective in reducing absence. The school's pastoral staff work successfully with families to build positive relationships and reduce barriers to pupils' attendance. Attendance for all pupils is increasing, including for pupils with special educational needs and/or disabilities. Disadvantaged pupils consistently attend school very well. The attendance of pupils who are more persistently absent from school is improving.

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Attendance and behaviour Strong standard

Leaders have successfully created a positive atmosphere for learning across the school. Pupils enjoy learning and concentrate well in lessons. They socialise amicably with each other and develop trusting relationships with staff. Pupils understand and follow the school rules with respect. Leaders ensure a consistent approach to promoting positive behaviour, which supports pupils to learn well and enjoy school life. When needed, staff make reasonable and effective adjustments to help pupils manage their behaviour. Pupils positively contribute to lessons and take pride when presenting their work. They are clear that bullying and discrimination are rare. Staff address any issues of concerning behaviour swiftly and appropriately.

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Curriculum and teaching Strong standard

Leaders have precise insight into the effectiveness of the curriculum and teaching across the school. Leaders ensure that teaching is high quality and supports pupils to achieve their best. They take decisive action when teaching does not meet these high expectations. This ensures that pupils learn well. The important knowledge and skills for each subject are organised so that pupils learn in a logical and systematic way. The curriculum is broad and encourages pupils to be ambitious. For example, the school is proud to offer 3 languages, including Mandarin, as a curriculum pathway for pupils. Some pupils eagerly take up the school's additional after-school GCSE options.

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Curriculum and teaching Strong standard

Teachers have very secure subject knowledge and effective ways to deliver the curriculum. They implement the school’s ‘playbook’ of agreed teaching strategies with consistency. These approaches enable pupils to gain knowledge and skills securely. They check pupils' understanding and intervene skilfully to address any misconceptions. They modify and adjust teaching and lesson activities to better support pupils' learning when necessary. Staff are highly adept at providing targeted support for disadvantaged pupils and pupils with special educational needs and/or disabilities to enable them to access the curriculum and learn successfully.

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Inclusion Strong standard

Leaders have established a secure culture of inclusion. All pupils are welcomed and valued equally. The school supports pupils effectively to reach their full potential. Leaders prioritise the accurate identification and assessment of pupils' needs. Staff utilise information about pupils succinctly and make suitable adjustments to meet the needs of pupils very well. Staff are skilled in implementing strategies that support pupils appropriately. Pupils with special educational needs and/or disabilities receive effective teaching and targeted support to enable them to achieve well. Additional support for those in the early stages of reading, handwriting, spelling or numeracy is precisely designed. Leaders closely track the impact of the support given to ensure that pupils make positive progress towards their individual targets.

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Inclusion Strong standard

Disadvantaged pupils benefit greatly from well-structured support, including through additional English and mathematics teaching. Disadvantaged pupils improve their academic and personal development with substantial success during their time at the school. Leaders are remarkably successful in their work to ensure that disadvantaged pupils have high levels of attendance and academic achievement.

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Inclusion Strong standard

Pupils who are known or previously known to social care are provided with careful assistance informed by the school's work with external professionals. This ensures that any barriers to their success are reduced. The school's use of alternative provision is carefully considered to make sure that it is in the best interests of individual pupils.

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Leadership and governance Strong standard

Leaders have a detailed understanding of the school's strengths and areas for further development. Their work to improve the school since the last inspection has been successful. Where leaders identify further improvements, they take timely and rigorous action to implement appropriate next steps.

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Leadership and governance Strong standard

Trustees and governors understand their statutory duties to ensure that all pupils are safe and receive high-quality education and support. They hold the school to account effectively and ensure that leaders' actions enable pupils to flourish academically and personally. They are supporting leaders effectively through the school's current process of change. This helps to ensure open, honest conversations and positive actions to foster a smooth transition for the whole community and secure the school’s future.

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Leadership and governance Strong standard

Staff feel valued. Leaders are very supportive of staff workload and wellbeing. Staff appreciate that leaders listen to their opinions and make adjustments to their working conditions when necessary. Staff benefit from a professional learning programme that is well organised and carefully structured. It is based on evidence-informed approaches that focus on strengthening teaching expertise and promoting effective learning for pupils. Leaders support individual staff when necessary through tailored coaching and guidance to improve their practice. The school collaborates purposefully with the other school in the trust to share expertise and good practice. Leaders work in partnership with parents and carers to engage them effectively in the life of the school.

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Personal development and wellbeing Strong standard

Leaders have established an extensive and well-considered personal development programme. They ensure that it benefits all pupils. Leaders are successful in their determined aim to raise pupils' aspirations, open up possibilities and ensure that pupils are ready to contribute to society as confident and successful young women. The personal, social, health and economic education curriculum is carefully constructed. Leaders supplement this curriculum with relevant external speakers and activities that enhance pupils' learning. Pupils receive suitable relationships and sex education and health education. This is carefully woven into the curriculum and tailored to pupils' individual needs when necessary.

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Personal development and wellbeing Strong standard

Staff provide excellent pastoral support for pupils. Pupils develop effective strategies to support their mental health and deal with challenges such as peer pressure, conflict and bereavement. They develop resilience and typically understand how their learning about the fundamental British values, such as the importance of law, individual liberty and freedom, prepares them for life beyond school. Leaders have successfully created a culture that promotes and celebrates diversity and inclusion. For example, pupils learn about different types of families, faiths, cultures and backgrounds. During their time at the school, pupils become informed, confident and articulate individuals.

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Personal development and wellbeing Strong standard

The school's ‘empower days’ further enrich pupils' personal development. These focus on important themes to strengthen pupils' knowledge, understanding and experiences. They are supplemented with cultural development opportunities. Pupils appreciate the variety of extra-curricular opportunities the school provides, including in sport, where pupils excel. Leaders ensure that all pupils can take advantage of the school's enrichment opportunities.

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Personal development and wellbeing Strong standard

The school provides a suitable careers programme for pupils. Pupils benefit from various opportunities to learn about potential career and further education options. Previous pupils return to the school to pass on their valuable real-life experiences to current pupils. Leaders care about pupils deeply. They ensure that pupils are very well prepared for their future destinations.

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

Pupils receive high-quality education and experiences that prepare them very well for the future. Pupils typically say that the school is an 'inclusive and supportive environment where teachers encourage us to strive for excellence'. Pupils attend school regularly. They feel safe and benefit from a small, close-knit community where high aspirations for academic success are fostered, and highly effective pastoral support is equally important. Pupils have extremely positive relationships with staff. They are confident in reporting any concerns about bullying and know that these issues are dealt with swiftly by staff.

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

Pupils benefit from a well-designed, broad and balanced curriculum. It helps them to gain a deep level of knowledge, skills and understanding. Teachers plan and deliver lessons thoughtfully. This helps pupils to engage in learning and behave very well. Pupils have positive attitudes and contribute well in lessons. Teachers identify and respond to meet the needs of all pupils skilfully. As a result, pupils' academic achievement is high.

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

Pupils really enjoy the carefully crafted, well-designed personal development programme. Pupils benefit from rich opportunities that open their minds, expand their horizons and strengthen their characters. There is a wide range of extra-curricular activities, trips, visits and residential experiences. Pupils proactively take on a variety of leadership opportunities, which enable them to contribute effectively to the school.

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Next steps

Leaders should continue to embed school improvement strategies to ensure greater consistency across the school so that all pupils achieve exceptionally well academically and personally.

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About this inspection

This school is part of The Fulham Cross 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, Sally Brooks, and overseen by a board of trustees, chaired by Susan English.

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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 HMIs.

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About this inspection

Inspectors spoke with the headteacher and other school leaders, governors, members of teaching and non-teaching staff and several groups of pupils during the inspection.

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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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Team inspectors:

Nigel Clemens, Ofsted Inspector Eliot Wong, Ofsted Inspector Salma Riley-Haque, 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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School capacity

Inspectors confirmed the following information about the school:

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School capacity

The executive headteacher oversees one other school. The head of school is Victoria Tully.

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School capacity

The school is currently in consultation with the Department of Education regarding a merger with another trust.

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School capacity

The school currently uses one alternative provision.

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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.

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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 (final) 54.1% 45.4% Close to average

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national average

2022/23 (final) 46.2% 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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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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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

2024/25 (3 term) 8.5% 8.4% Close to average

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national average

2023/24 (3 term) 9.0% 8.9% Close to average

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national average

2022/23 (3 term) 9.8% 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

2023/24 (3 term) 27.1% 25.6% 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. 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

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

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