Brentford School for Girls Closed - academy converter Nov. 30, 2012
phone: 020 *** ***
headteacher: Mrs Julie Tomkins
Secondary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- Close date
- Nov. 30, 2012
- Reason closed
- Academy Converter
- OSGB coordinates
- Easting: 517692, Northing: 177626
- GPS coordinates
- Latitude: 51.485, Longitude: -0.30639
- Accepting pupils
- 11—18 years old
- Ofsted last inspection
- Sept. 27, 2011
- Region › Const. › Ward
- London › Brentford and Isleworth › Brentford
- Urban > 10k - less sparse
- Admissions policy
- Main specialism
- Arts (Operational)
- Investor in People
- Committed IiP Status
- Sixth form
- Has a sixth form
- Learning provider ref #
- Brentford School for Girls TW80PG (828 pupils)
- 0.1 miles St Paul's CofE Primary School TW80PN (253 pupils)
- 0.5 miles Green Dragon Infant and Nursery School TW80BJ
- 0.5 miles Green Dragon Junior School TW80BJ
- 0.5 miles Our Lady and St John's RC Primary School TW89JF (234 pupils)
- 0.5 miles Green Dragon Primary School TW80BJ (505 pupils)
- 0.6 miles Gunnersbury Catholic School TW89LB (1167 pupils)
- 0.6 miles Park School TW88JF
- 0.6 miles Unity School TW89NL
- 0.7 miles Lionel Primary School TW89QT (463 pupils)
- 0.7 miles Kew Green Preparatory School TW93AF (277 pupils)
- 0.7 miles PPP Community School TW80BL (41 pupils)
- 0.9 miles Little Ealing Primary School W54EA (644 pupils)
- 0.9 miles Mount Carmel Catholic Primary School W54EA (469 pupils)
- 0.9 miles The Green School TW75BB
- 0.9 miles Syon Park School TW76AU
- 0.9 miles The Queen's Church of England Primary School TW93HJ (408 pupils)
- 0.9 miles Broomfield House School TW93HS (167 pupils)
- 0.9 miles Unicorn School TW93JX (172 pupils)
- 0.9 miles Little Ealing First School W54EA
- 0.9 miles Little Ealing Middle School W54EA
- 0.9 miles Busch House School TW76AU
- 0.9 miles The Queen's CofE Junior School TW93HJ
- 0.9 miles The Queen's CofE Infant School TW93HJ
|Inspection date(s)||27–28 September 2011|
Brentford School for Girls
|Unique Reference Number||102536|
|Inspection dates||27–28 September 2011|
|Report ing inspector||Brian Evans|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Comprehensive|
|Age range of pupils||11–18|
|Gender of pupils||Girls|
|Gender of pupils in the sixth form||Mixed|
|Nu mber of pupils on the school roll||974|
|Of which, number on roll in the sixth form||219|
|Appropriate authority||The governing body|
|Date of previous school inspection||19–20 November 2008|
|School address||5 Boston Manor Road|
|Telephone number||020 8847 4281|
|Fax number||020 8568 2093|
This inspection was carried out by four additional inspectors. The inspectors saw 42
lessons and parts of lessons and observed 40 teachers. Meetings took place with the
Chair and Vice-Chair of the Governing Body and a number of staff, parents and
carers and groups of students. The inspection team observed the school's work and
looked at documentation which included self-evaluation documents, assessment
information, safeguarding documentation, curriculum planning and samples of
students' work. Inspectors analysed the results of 100 questionnaires completed by
parents and carers, and took account of the views expressed in student
The inspection team reviewed many aspects of the school’s work. It looked in detail
at a number of key areas.
- Strategies to improve GCSE results in science, history and geography.
- The progress of more-able students in Years 7, 8 and 9.
- The impact of new approaches to raise the quality of teaching and learning.
- The impact of leadership on attainment and progress.
Information about the school
Brentford School for Girls is an average-sized, single-sex comprehensive school,
although numbers in Year 7 and in the sixth form are rising. Students come from
diverse social, linguistic, faith and ethnic backgrounds. A large proportion of girls,
two fifths, travel from inner London boroughs. Students come from a wide range of
feeder schools, an average of 70 in any one year. The proportion of students known
to be eligible for free school meals is well above average. Almost three quarters are
from minority ethnic backgrounds; the largest proportions are from Pakistani, Indian,
Somali and Afghan heritages. There is an above-average proportion of students who
speak English as an additional language. A high proportion of these have little or no
fluency in English when they start school. An above-average number start or leave
school at other than the expected times. The proportion with special educational
needs and/or disabilities is higher than average, while the proportion of those with a
statement of special educational needs is average. The majority of these students
have specific or moderate learning difficulties. The acting headteacher has been in
post for 16 months. The school is a media specialist school and has won the Gold
Award for International School status.
|Overall effectiveness: how good is the school?||2|
|The school’s capacity for sustained improvement||2|
- Brentford School for Girls is a good school. Achievement is good overall. Over
recent years GCSE results have risen steadily so that currently attainment is in
line with national averages. However, gifted and talented students are not
sufficiently challenged in some lessons – particularly in Years 7, 8 and 9.
Strategies for improving teaching and learning and results in history, geography
and science are being effective. Students with English as an additional language
- Students feel outstandingly safe in and around the school. They reported that
they were aware of whom they should talk to if they were in difficulty for any
reason, for example bullying, and praised the good work of individual heads of
house. Attendance is above average and is currently rising. The outstanding
care, guidance and support and the outstanding aspects of personal
development are strengths of the school. One student commented, ‘The houses
are like families and the school is one big family.’ Another parent commented in
terms of family, ‘My child has done extremely well at Brentford. Their
consistency of care and encouragement has been outstanding – Well done!’
- Teaching is consistently good. Inspectors observed 80% of lessons that were
good or better. The school has demonstrated a high degree of sensitivity to the
needs of its students and the curriculum makes a significant contribution to
their personal development and well-being. Cross-curricular provision in
information and communication technology (ICT) is very good. Teachers use
the interactive whiteboards well with students’ active participation in front of
- Provision in the sixth form is effective. Attainment is at least in line with national
averages and constitutes good progress, including for those students who
speak English as an additional language. Inspectors’ observations confirm that
progress in lessons is good, reflecting the good teaching students receive.
Overall, therefore, outcomes are judged to be good. The school acknowledges
the need to refine its analysis of outcome data, including in courses where
consortium arrangements are in place, more precisely. It has reorganised the
management of the sixth form accordingly. Although this has not had time yet
to become fully embedded, there is already evidence of improvements in
leadership and monitoring.
- Most aspects of leadership and management are good and, as GCSE results
show, have brought about marked improvements in attainment. Sensibly, the
school’s focus has been on improving students’ confidence to sit examinations
and here the school has seen significant success. The effectiveness of the
governing body has improved from satisfactory to good since the last
inspection. Arrangements for safeguarding are good and carefully monitored.
Community cohesion is outstanding. The school is closely involved with a
- The school acknowledges weaknesses in its communication with some parents
and carers to ensure that all are given enough notice of impending events in
- The school has demonstrated its good capacity for improvement through
meticulous self-evaluation over the past year. This, together with its record of
good support for equal opportunities for all girls, puts it in a good position to
sustain its drive for improvement over the next year.
What does the school need to do to improve further?
- Improve communication with parents and carers and give better notice of future
- Ensure that procedures for monitoring student performance in the sixth form,
including through its consortium arrangements, become more comprehensive
Students enjoy learning and achieve well. GCSE results in 2011 were particularly
improved, with the proportion gaining five or more good GCSEs including English and
mathematics rising to above the national average. Results show a substantial rise
over the previous year and the overall picture is one of sustained improvement. Most
students make good progress and learn well as a result of the good teaching
throughout the school. Students acquire knowledge, skills and understanding and
show much enjoyment whenever learning is active and challenging. Very many
students who have English as an additional language are given strong support by a
dedicated team of specialists. Those with special educational needs and/or disabilities
have good support to enable them to make good progress. The school has been
particularly successful in this regard this year in mathematics.
Students feel outstandingly safe and their outstanding contributions to the school
community are underpinned by the presence of a wide range of extra-curricular
activities. Bullying is rare within the school – any instances of bullying are swiftly
dealt with. Behaviour is good overall, and often outstanding in lessons. Students
respond particularly well to the many opportunities they are given for active learning.
However, in the small minority of lessons where lesson introductions are too long
students’ interest begins to wane. The numerous opportunities for charitable
fundraising are taken up with great enthusiasm by all students; the strong inter-
house system also makes a valuable contribution to this work. Members of the school
council take an exceptionally active part in school life, deciding, for example, on the
change of school uniform. There are clear tracking and intervention strategies in
place that have improved attendance. The good results in English and mathematics
and the good behaviour around the school mean the students are well prepared for
life beyond school. Social, moral and cultural strengths are outstanding and spiritual
development is good. The rich social, cultural and linguistic mix within the school
population is well used to develop high levels of appreciation and understanding of
diversity, both globally and within the United Kingdom. Consequently, students
evince exceptional levels of tolerance and preparedness to see different perspectives
in social and cultural issues.
|Outcomes for individuals and groups of pupils||2|
These are the grades for pupils’ outcomes
|Pupils’ achieveme nt and the extent to which they enjoy their learning |
Taking into account:
The quality of pupils’ learning and their progress
The quality of learning for pupils with special educational needs and/or disabilities
and their progress
|The extent to which pupils feel safe||1|
|The extent to which pupils adopt healthy lifestyles||2|
|The extent to which pupils contribute to the school and wider community||1|
|The extent to which pupils develop workplace and other skills that will |
contribute to their future economic well-being
Taking into account:
|The extent of pupils’ spir itual, moral, social and cultural development||1|
How effective is the provision?
The success of teaching is, in large part, the result of the good use made of digital
technology to support students’ learning. This can be seen in the creative use of
smartboards and digital photography. In the best lessons, girls are challenged to
practise their skills in creative and problem-solving tasks. Teachers create active
learning opportunities that successfully engage students. In the upper school,
teachers plan carefully to support those who need specific or personalised help.
Teachers provide students with good opportunities for self and peer assessment –
this is especially strong in drama. All teachers are aware of students’ previous
attainment but need to use this more consistently when planning lessons so they can
meet the needs of the full range of students.
Provision for media education is one of the strengths of the school because ICT,
drama and media studies are of the highest quality. Support for the development of
The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average;
and 4 is low
literacy, a school priority because of the large number of students with English as an
additional language, has been effective. There are regular intakes from Asia and the
good support these students receive is reflected in the school’s Gold Award for
International School status. In 2011, one group in Year 11 made excellent progress
on a specialist Art BTEC course and combined it with intensive extra English teaching
– this group enjoyed a high level of success. All students’ self-esteem and confidence
are supported very effectively through their personal education programme taught
by the high-quality drama department. The health and social care courses are good
and lead into BTEC and apprenticeship schemes.
Care, guidance and support are key strengths of the school, supporting good or
better outcomes for all students. Each student is known individually and the house
system is an excellent vehicle for strengthening students’ sense of belonging to the
school community. The leadership in the school by the community leader and head
of student services is very good. Students whose circumstances make them
potentially vulnerable are exceptionally well looked-after and safeguarding
arrangements are effective. Peer mentoring makes an excellent contribution to the
culture of promoting well-being. Students receive excellent guidance about the next
stages of their education, entering the sixth form or gaining employment.
These are the grades for the quality of provision
|The quality of teaching |
Taking into account:
The use of assessment to support learning
|The extent to which the curriculum meets pupils’ needs, including, where |
relevant, through partnerships
|The effectiveness of care, guidance and support||1|
How effective are leadership and management?
Staff and students speak very well of the direct involvement of the acting
headteacher, her deputy and her senior leaders and managers in the life of the
school. They are viewed as a powerful, motivating force. The impact of their
leadership can be seen in the high-quality education provided by the school, the
good progress made by students and the creation of a school ethos that is friendly,
welcoming and mutually supportive. They work closely with good subject leaders
who are actively involved in the leadership and management of the school. Managers
share effective practice through monitoring lessons and this is proving very
successful in helping the school to raise performance in all departments. Self-
evaluation strategies are good. However, the lack of wholly effective communication
systems is a criticism of a small minority of parents. Effective safeguarding
procedures are in place despite the difficulties generated by a site with so many
buildings. Policies and their impact are updated annually to ensure that they reflect
the best practice. Professional support and in-service days are regularly used to raise
awareness of child protection and teaching and learning issues.
The governing body has a range of expertise. It has given particularly good support
to the acting headteacher and senior staff on areas such as finance and the
outstanding promotion of community cohesion. The school benefits from the arrival
in Brentford of minority ethnic groups from around the United Kingdom. For
example, students from other parts of the United Kingdom bring their experiences to
the school. The effective promotion of equal opportunities leads to harmony across
all ethnic groups with no incidents of discrimination and has improved the
performance of girls needing additional support.
These are the grades for leadership and management
|The effectiveness of leadership and management in embedding ambit ion and |
driv ing improvement
Taking into account:
The leadership and management of teaching and learning
|The effectiveness of the governing body in challenging and support ing the |
school so that weaknesses are tackled decisively and statutory responsibilities
|The effectiveness of the school’s engagement with parents and carers||3|
|The effectiveness of partnerships in promoting learning and well-being||2|
|The effectiveness with which the school promotes equality of opportunity and |
|The effectiveness of safeguarding procedures||2|
|The effectiveness with which the school promotes community cohesion||1|
|The effectiveness with which the school deploys resources to achieve value for |
Overall the sixth form performs well. Students’ progress is good and generally good
teaching enables students to learn effectively. Programmes and activities meet the
needs of most students well along with high quality care, support and guidance.
Teachers place a very strong focus on developing key skills necessary for
examination success. Much of the emphasis is on meeting the need of the examiners
as, for example, in writing essays which include a strong conclusion. The curriculum
choice is wide and covers academic and vocational courses at level 2 and level 3.
Ambitious plans and high expectations are shared and welcomed by the staff and
students. Effective use is made of technology. Key life skills, such as independence,
reliability and time management, are reflected for students in the models set by
teachers. Students feel safe and make a positive contribution to the school. The
school has revised arrangements for oversight of the sixth form which are leading to
notable improvements in leadership and management. Monitoring of the impact of
consortium arrangements are securely in place but this, along with detailed
monitoring of student performance over time, is not yet fully developed. However,
this is not preventing both outcomes for students and provision from being good.
These are the grades for the sixth form
|Overall effectiveness of the sixth form |
Taking into account:
Outcomes for students in the sixth form
The quality of provision in the sixth form
Leadership and management of the sixth form
Views of parents and carers
A low percentage of parents and carers returned questionnaires. The majority of the
returns suggested that the parents and carers are happy with the school. They were
particularly pleased that the school did not accept unsatisfactory behaviour.
However, one message came through – the school did not communicate events far
enough in advance for parents. One parent commented, ‘Information is given out too
late.’ There are also positive comments. One parent wrote, ‘Definitely the best
education I could have asked for my daughter and her results support this.’
Responses from parents and carers to Ofsted’s questionnaire
Ofsted invited all the registered parents and carers of pupils registered at Brentford School for Girls to
complete a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agreed with 13
statements about the school.
The inspection team received 100 completed questionnaires by the end of the on-site inspection. In
total, there are 963 pupils registered at the school.
The table above summarises the responses that parents and carers made to each statement. The
percentages indicate the proportion of parents and carers giving that response out of the total number
of completed questionnaires. Where one or more parents and carers chose not to answer a particular
question, the percentages will not add up to 100%.
|My child enjoys school||35||35||56||56||9||9||0||0|
|The school keeps my child |
|The school informs me about |
my child’s progress
|My child is making enough |
progress at this school
|The teaching is good at this |
|The school helps me to |
support my child’s learning
|The school helps my child to |
have a healthy lifestyle
|The school makes sure that |
my child is well prepared for
the future (for example
changing year group,
changing school, and for
children who are finishing
school, entering further or
higher education, or entering
|The school meets my child’s |
|The school deals effectively |
with unacceptable behaviour
|The school takes account of |
my suggestions and
|The school is led and |
|Overall, I am happy with my |
child’s experience at this
What inspection judgements mean
|Grade 1||Outstanding||These features are highly effective. An outstanding |
school provides exceptionally well for all its pupils’ needs.
|Grade 2||Good||These are very positive features of a school. A school |
that is good is serving its pupils well.
|Grade 3||Satisfactory||These features are of reasonable quality. A satisfactory |
school is providing adequately for its pupils.
|Grade 4||Inadequate||These features are not of an acceptable standard. An |
inadequate school needs to make significant
improvement in order to meet the needs of its pupils.
Ofsted inspectors will make further visits until it
Overall effectiveness of schools
|Overall effectiveness judgement (percentage of schools)|
|Type of school||Outstanding||Good||Satisfactory||Inadequate|
|Pupil referral |
New school inspection arrangements were introduced on 1 September 2009. This means that
inspectors now make some additional judgements that were not made previously.
The data in the table above are for the period 1 September 2010 to 08 April 2011 and are consistent
with the latest published official statistics about maintained school inspection outcomes (see
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Percentages are rounded and do not always add exactly to 100.
Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in
secondary schools, special schools and pupil referral units.
Common terminology used by inspectors
Achievement: the progress and success of a pupil in their
learning, development or training.
Attainment: the standard of the pupils’ work shown by test and
examination results and in lessons.
Capacity to improve: the proven ability of the school to continue
improving. Inspectors base this judgement on what
the school has accomplished so far and on the
quality of its systems to maintain improvement.
Leadership and management: the contribution of all the staff with responsibilities,
not just the headteacher, to identifying priorities,
directing and motivating staff and running the
Learning: how well pupils acquire knowledge, develop their
understanding, learn and practise skills and are
developing their competence as learners.
Overall effectiveness: inspectors form a judgement on a school’s overall
effectiveness based on the findings from their
inspection of the school. The following judgements,
in particular, influence what the overall
effectiveness judgement will be.
- The school’s capacity for sustained
- Outcomes for individuals and groups of
- The quality of teaching.
- The extent to which the curriculum meets
pupils’ needs, including, where relevant,
- The effectiveness of care, guidance and
Progress: the rate at which pupils are learning in lessons and
over longer periods of time. It is often measured
by comparing the pupils’ attainment at the end of a
key stage with their attainment when they started.
29 September 2011
Inspection of Brentford School for Girls, Brentford , TW8 0PG
We are writing to let you know how much we enjoyed our visit to your school. You
will be pleased to know that we judge Brentford School for Girls to be a good school.
We were very impressed with so much of what we saw and heard over the two days.
These are the main findings of our inspection.
- We were impressed by the outstanding care, support and guidance you are
given by the school – and your response to that care, guidance and support.
- All girls were eager learners in the classes we visited.
- All groups of students in the Years 7 to 11 and sixth formers make at least
- Teaching is at least good and at times outstanding.
- The school provides you with a good curriculum which is flexible and is
underpinned by a wide choice of extra-curricular activities.
- The school’s specialism in media studies has enhanced the curriculum of all
- We were impressed by the high levels of ICT skills and drama skills in the
The inspection team have identified particular priorities for both the sixth form and
the main school and I know you will work together with staff to implement these
- The school has been asked to improve communication with parents and carers
and give earlier notice of events.
- It has also been asked to ensure that procedures for monitoring student
performance in the sixth form, including through its consortium arrangements,
become more comprehensive and rigorous.