Bordesley Green Girls' School & Sixth Form
phone: 0121 4641881
headteacher: Mrs J Woodfield
800 pupils capacity: 101% full
805 girls 100%
Last updated: June 18, 2014
Secondary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 410002, Northing: 287014
- GPS coordinates
- Latitude: 52.481, Longitude: -1.8542
- Accepting pupils
- 11—18 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Feb. 6, 2014
- Region › Const. › Ward
- West Midlands › Birmingham, Ladywood › Nechells
- Urban > 10k - less sparse
- Admissions policy
- Main specialism
- Business and Enterprise (Operational)
- Applied Learning second specialism
- Investor in People
- Committed IiP Status
- Sixth form
- Has a sixth form
- Free school meals %
- Learning provider ref #
- Al-Hijrah School B94US
- Al-Hijrah School B94US (776 pupils)
- 0.3 miles The Rosary Catholic Primary School B83SF (398 pupils)
- 0.3 miles City College, Birmingham B95NA
- 0.3 miles Rightrack B83TE (19 pupils)
- 0.3 miles Sanctuary Education B83TE
- 0.4 miles Adderley Primary School B81DZ (608 pupils)
- 0.4 miles Wyndcliffe Infant School B95BG
- 0.4 miles Parkfield Community School B83AX
- 0.4 miles Wyndcliffe Primary School B95BG (748 pupils)
- 0.4 miles Parkfield Community School B83AX (744 pupils)
- 0.4 miles Wyndcliffe Primary School B95BG
- 0.5 miles Wyndcliffe Junior Community School B95BG
- 0.5 miles Marlborough Infant School B109NY (322 pupils)
- 0.6 miles Adderley Nursery School B81EH (105 pupils)
- 0.6 miles Shaw Hill Primary School B83AN (472 pupils)
- 0.6 miles Marlborough Junior School B109NY (359 pupils)
- 0.6 miles Sahaara B81NA
- 0.7 miles Highfield Nursery School B83QU (105 pupils)
- 0.7 miles Bordesley Village Primary School and Children's Centre B94NG (471 pupils)
- 0.7 miles Bordesley Green Primary School B95XX (700 pupils)
- 0.7 miles Somerville Primary (NC) School B109EN (789 pupils)
- 0.7 miles St Saviour's C of E Primary School B81JB (413 pupils)
- 0.7 miles Small Heath School B109RX (1325 pupils)
Bordesley Green Girls' School &
Bordesley Green Road, Birmingham, B9 4TR
|Inspection dates||6–7 February 2014|
|Overall effectiveness||This inspection:||Outstanding||1|
|Achievement of pupils||Outstanding||1|
|Quality of teaching||Outstanding||1|
|Behaviour and safety of pupils||Outstanding||1|
|Leadership and management||Outstanding||1|
Summary of key findings for parents and pupils
This is an outstanding school.
| The school provides an exceptionally high |
Teachers have high expectations of students
Teachers generally make sure that work is
Students are proud of their school. They feel
Teachers know students exceptionally well as
Attendance is above average.
quality of education for its students. Students
make outstanding progress in their academic
and personal achievement.
and develop excellent working relationships in
the classroom. Students have very positive
attitudes towards their learning.
well matched to students’ needs, enabling
them to gain skills, knowledge and
understanding rapidly. Very occasionally,
students’ work is not set at the right level of
difficulty and is too hard or too easy.
safe and say bullying is uncommon. Students
behave extremely well in lessons and around
the school site.
individuals. They fuel students’ interests and
encourage them to research and find things
out for themselves.
| The school’s leaders consistently reinforce the |
The sixth form is good and students make
The headteacher is very ably supported by the
The very experienced governing body is
highest expectations of all staff and high
aspirations for all students, including those
who are disabled or have special educational
needs and those who are eligible for support
through extra funding. As a result, all groups
of students achieve exceptionally well.
good progress on their post-16 courses.
Students receive information, advice and
guidance which helps them to make well-
informed decisions about future employment,
education and training.
senior leadership team. School leaders have a
strong track record of improving teaching and
exceptionally effective. Governors provide a
high level of both support and challenge for
the school and are committed to its continued
Information about this inspection
- Inspectors observed 34 lessons, four of which were paired observations carried out with senior
- Meetings were held with senior and subject leaders, groups of students, and the Chair of the
Governing Body. A telephone conversation was held with a representative from the local
- Inspectors analysed the school’s 2012 examination results and the unvalidated results for 2013.
They analysed the school’s data on the progress students have made from their starting points
and their current progress. Inspectors reviewed a variety of school documents, including the
school’s evaluation of its strengths and weaknesses and development plans, behaviour records,
safeguarding records, governing body documents, and documents relating to the management
of teachers’ performance.
- The views of the 11 parents who responded to the online questionnaire, Parent View, were
taken into account. Inspectors also considered the views expressed in 62 questionnaires
returned by school staff and emails received from a parent.
|Steven Cartlidge, Lead inspector||Additional Inspector|
|Thomas Walton||Additional Inspector|
|Laura Henshaw||Additional Inspector|
|Bernadette Green||Additional Inspector|
|Susan Lewis||Additional Inspector|
Information about this school
- The school is smaller than the average-sized secondary school with sixth form.
- Almost all students are from minority ethnic backgrounds. The largest groups are from Pakistani,
Bangladeshi and African backgrounds. The proportion who speak English as an additional
language is also high
- The proportion of students for whom the school receives the pupil premium (additional funding
for particular groups, which in this school applies to students who are known to be eligible for
free school meals and the few looked after by the local authority) is very high.
- The proportion of students receiving extra support through school action is average. The
proportion supported at school action plus or with a statement of special educational needs is
- The school meets the government’s current floor standards, which set the minimum expectations
for the attainment and progress of students by the end of Year 11.
- The school hosts a specially resourced provision for pupils with special educational needs. This
hearing impaired resource base is shared with Small Heath School and is managed by the local
authority. There are currently eight students in the base.
- The headteacher and Chair of the Governing Body were both appointed in September 2013.
- The school opened its sixth form centre in September 2011.
- A very small number of students are currently educated at South and City College Birmingham.
What does the school need to do to improve further?
- Further increase the rate of students’ achievement, including in the sixth form, by ensuring that
work is set at the right level of difficulty for students so that it is not too easy or too hard for
them to complete.
|The achievement of pupils||is outstanding|
- Students typically start the school with attainment well below national averages. They make
outstanding progress and their attainment, including that of the most able, means that the
proportion of students gaining five or more A* to C grades including English and mathematics is
above average. The school’s information, based on accurate internal assessments of how well
students are doing, suggests that students are on track to achieve even better results in 2014.
- The school enters students early for GCSE examinations in mathematics, with an option to
retake them in Year 11 in order for them to gain the best possible grades. This has been
successful for the present Year 11, 52% of whom have already gained a grade C or above. The
school is ensuring that, in mathematics, all students have the opportunity to improve their
results further through extra tuition and homework clubs.
- The high standards and rates of progress in Key Stage 4 are also reflected in Key Stage 3, where
standards and rates of progress for all groups of students, including the more able, begin
improving rapidly from Year 7 onwards..
- Students make good and often outstanding progress in individual lessons. This is reflected in
performance data, which show that the proportion of students making or exceeding expected
progress in English and mathematics compares very well to national averages, and is particularly
high in mathematics.
- Disabled students and those who have special educational needs make rapid progress because
staff identify their individual needs early and arrange the right additional help. Teachers and
teaching assistants support students expertly, providing challenge and encouragement and
helping them with subject-specific vocabulary. The small number of deaf students make good
progress in vocational subjects and mathematics but their progress in English is more variable.
They do not always spend enough time in with specialist teachers of the deaf and this slows
their linguistic progress.
- The school is making very good use of its pupil premium funding. Extra staffing, one-to-one
tuition and funding for additional educational resources, for example, are helping students to
make very good and sustained progress. As a result, the gap in English and mathematics
between these students’ attainment and that of their classmates narrowed to less than a quarter
GCSE grade in 2013. Inspectors’ careful scrutiny of school data on current Year 11 students’
attainment indicates further improvement. Eligible students are on course to closing the
attainment gap by 2014 and students observed during the inspection were seen to be making
excellent progress alongside that of their classmates.
- Well-established strategies help to accelerate reading skills. Catch-up courses are provided for
the weakest readers, establishing a systematic approach and providing effective individual
support throughout Key Stage 3. This support means that these students make rapid progress.
- For the students in Year 7 who are eligible for support through the ‘catch-up’ premium for those
struggling with literacy and numeracy skills on entry, the school has accurate tracking systems
which are used to direct specific support. As a result, the school’s data show that these students
are also making rapid progress in reading, writing and mathematics.
- There is no significant difference between the achievements of students from different ethnic
backgrounds, including those who speak English as an additional language.
- A very small number of students attend alternative courses away from the school. Leaders
monitor the quality of this provision carefully and those students progress well.
- Lesson observations show that students are highly motivated and keen to do well in the vast
majority of their lessons, resulting in their very positive progress. For example, in a Year 7
religious education lesson, students displayed great enthusiasm, demonstrating to their
classmates their new knowledge gained interpreting aspects of the Creation story. They then
became totally engrossed in identifying and correcting their own mistakes.
- Achievement in the sixth form is good and results are improving strongly. The attainment of
students joining the sixth form is below the national average at the highest GCSE grades
because some Year 11 students choose to continue their education elsewhere following the
impartial advice they receive on the options available at age 16, and the proportion of high
ability students in Year 11 is also below national average. Students’ good progress means they
leave Year 13 with standards that are at least in line with and some above the national average
for most subjects. Better use of data assessing students’ progress and attainment to set targets,
and subsequent robust tracking of their performance, including that of the most able and those
eligible for the pupil premium funding, are ensuring that they are making good progress. The
school is also ensuring that students who do not already have a grade C GCSE or above in both
English and mathematics are being prepared appropriately to sit these examinations in the
summer. Students are well prepared for the next stage in their education, training or
|The quality of teaching||is outstanding|
- The school’s records indicate that teaching is good and often outstanding. This was confirmed
during the inspection, where the teaching observed was consistently highly effective in capturing
students’ interest and engagement, and in ensuring that the girls made rapid progress.
- Teachers have excellent subject knowledge. Teachers are successful in motivating students,
including the most able. They provide a range of tasks that encourage students to want to
succeed. Students are also keen to live up to the expectations of the adults around them and
their positive attitudes to learning contribute much to their outstanding progress. This was
particularly noticeable, for example, in an art lesson, where students in Year 9 had the
opportunity to practise their drawing skills. The students demonstrated outstanding
understanding of the use of perspective in drawing and were able to show a clear understanding
of the strategies needed to develop their work to reach the highest level.
- Teachers and teaching assistants work together effectively and the help they give is matched
well to the accurate assessment they make of students’ different abilities. This ensures that all
abilities, including disabled students and those who have special educational needs and the most
able, make excellent progress in all subjects.
- The small number of deaf students often enter with delayed communication and language skills.
They make good progress overall, and their progress is outstanding in some subjects. They have
limited access to specialist support from the teacher of the deaf or others that is focused on
reading and writing skills. This holds back what they can achieve in some subjects.
- Teachers provide high-quality constructive feedback to students, both verbally and in written
feedback, Teachers’ written comments, which show students what they need to do to improve
their work, often contributes to the progress that students make. Students value this kind of
feedback, particularly when they are given the opportunity to reflect and respond to the
- Homework is well considered and consolidates and extends learning well. Students complete
homework to a high standard and this gives them a strong platform for tackling work in the
- Students know what they are aiming for in terms of targets for each subject. Progress towards
their targets is closely monitored and students talk about the aspects of their work they need to
develop in order to meet or exceed them. Very occasionally, students’ work is not adapted
sufficiently to meet their different abilities. On these rare occasions, some less-able students
simply copy information because they do not understand clearly what they have to do, and
more-able students are sometimes expected to undertake tasks that are too easy for them
before moving on to more challenging work.
- Teaching in the sixth form is good and results are improving rapidly to match those in the lower
school. Teachers monitor, review and assess students’ understanding, ensuring that students
have grasped key subject ideas that will enable them to achieve good grades. Sixth-form
students receive outstanding information, support and guidance on the subjects they study.
They take responsibility for monitoring their own progress against personal targets, and they
collaborate well in helping each other to achieve.
|The behaviour and safety of pupils||are outstanding|
- The behaviour of students is outstanding. They settle quickly in lessons and are prepared to
cooperate with their teachers when asked to perform any learning activities. For example, in a
food technology lesson, Year 7 students developed their food hygiene skills by working in groups
following precisely the instructions from their teacher.
- Outstanding behaviour was also seen by inspectors at break and lunchtimes during the
inspection. Students were keen to point out that this was typical behaviour.
- Students conduct themselves well. They are polite and courteous to visitors. They willingly talk
to adults and are open about their feelings about the school. The school promotes positive
relationships between students, and they get on well together.
- The school works effectively to maintain excellent behaviour and attendance, including that of
those who attend offsite provision. There are clear procedures to monitor and support students
who have difficulties with behaviour or attendance.
- Attendance has been above the national average over the past three years. Leaders are
effectively maintaining this position and are focusing on families who struggle to get their
children to school, making clear the effect absence has on their children’s progress and
- Students’ work is usually neatly presented, and students take pride in themselves, their school
uniform and their school.
- The school’s work to keep pupils safe and secure is outstanding. The school has a positive and
caring atmosphere. Students say they feel safe in school and their parents agree with that view.
- Staff have created a strong anti-bullying culture throughout the school. Students say that there
is almost no bullying in the school and that they are very well supported on the rare occasions it
occurs. They are well informed about different forms of bullying and other aspects of safety,
including internet safety.
|The leadership and management||are outstanding|
- The new headteacher, senior leaders and governors are passionate about the school and the
young people in their care. All staff share this commitment. There is an obvious determination to
ensure that all students achieve the highest standards they can. Leaders use well-developed
systems and processes to check and evaluate the school’s performance. As a result, they have
an accurate view of the school’s strengths and areas requiring further improvement.
- The school has a very accurate view of the quality of teaching and learning because leaders are
skilled in making judgements on the quality of lessons. In the four lesson observations carried
out with members of the senior leadership team, the judgements of inspectors and leaders on
the quality of teaching matched in every case.
- The new headteacher’s rigorous analysis of students’ progress and her accurate evaluation of
the school’s work already provide all teachers and the governing body with a clear
understanding of the school’s performance. The school’s track record, reflected in students’
outstanding achievement and effective teaching, also demonstrates capacity for continued
- The leadership of teaching is outstanding and the school places a high priority on improving
teaching through high-quality training. Teachers’ performance is checked and information is
used from lesson observations, and from information about students’ progress, to set teachers
targets for improvement. There is a clear understanding that decisions about promotion and pay
rates will be based on the impact of teaching on students’ progress.
- The leadership of the sixth form is good. A strengthening of leadership and management has
benefited students, who have, consequently, shown improved attainment and progress in most
of their post-16 courses and those in Year 12 who have begun their study programmes. The
school has rigorously analysed its results in 2013 and it has introduced close tracking of
individual students’ progress and provides regular feedback to students encouraging them to
develop their research skills. Current indications are that sixth form students are on track to
improve their results in 2014.
- Teachers and support staff comment positively on the opportunities they have for ongoing
training to develop their skills. The impact of this training is reflected in the high quality of
teaching and support seen in lessons. Staff morale is extremely high.
- Pupil premium funding is used effectively and has helped develop the role of the teaching
assistants. Students identified as in need of additional help, including those eligible for pupil
premium or Year 7 ‘catch-up’ funding and disabled pupils and those who have special
educational needs, are all well supported. The school’s evaluation of its expenditure on the
support provided shows that these students are making similarly rapid progress to that of their
- School leaders ensure that different groups of pupils have an equal chance to succeed, and they
tackle effectively any instances of discrimination.
- The range of subjects and topics taught promotes a highly positive attitude to learning among
students in all subjects, and leads to students achieving exceptionally well. The curriculum has
been carefully designed around students’ interests and abilities. As a result, students are well
prepared for the next stage of their education, training or employment. They receive high-quality
information, support and guidance to enable them to make choices of career and of higher
- Students’ spiritual, moral, social and cultural development is very effectively promoted by a very
broad range of arts, drama, music and sports activities, as well as by visits to other places in this
country. Year on year, students have raised a considerable sum of money in order to help
Children in Need.
- Arrangements for students following alternative courses offsite enable them to achieve well.
Their progress is closely monitored and their safety assured. As a result, almost all students
leave school for employment, education or training.
- The local authority is aware of the school’s strengths and areas for development. It does not
provide any support because it does not think the school needs it.
- The governance of the school:
The governing body is very well informed. It challenges school leaders and holds them to
account for students’ achievement. By using the data available, it compares the school’s
performance with that of schools nationally. Governors also strongly support the school and its
leaders. They have a deep insight into the quality of teaching and its impact on students’
learning. They manage the performance of staff effectively and are rigorous in ensuring that
the salary progression of staff is justified by students’ progress and achievement. Governors
check carefully on the use of additional funds from the pupil premium and Year 7 ‘catch-up’ in
improving the achievement of eligible students. Explanation and action from leaders and
managers are called for when performance does not advance as intended. The governing
body oversees the management of finance and resources expertly. Governors rigorously check
safeguarding practice and, as a result, safeguarding procedures meet current legal
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Unique reference number||103493|
This inspection was carried out under section 8 of the Education Act 2005. The inspection was
also deemed a section 5 inspection under the same Act.
|Type of school||Comprehensive|
|Age range of pupils||11–18|
|Gender of pupils||Girls|
|Gender of pupils in the sixth form||Girls|
|Number of pupils on the school roll||800|
|Of which, number on roll in sixth form||200|
|Appropriate authority||The governing body|
|Date of previous school inspection||1 July 2009|
|Telephone number||0121 4641881|
|Fax number||0121 4643311|