|Name||Bishop Challoner Girls’ School|
|Ofsted Inspection Rating||Outstanding|
|Address||352 Commercial Road, London, E1 0LB|
|Religious Character||Roman Catholic|
|Number of Pupils||950 (10.6% boys 89.4% girls)|
|Number of Pupils per Teacher||8.9|
|Local Authority||Tower Hamlets|
|Percentage Free School Meals||23%|
|Percentage English is Not First Language||38.6%|
|Pupils with SEN Support||7.1%|
|Catchment Area Information Available||Yes|
|Last Distance Offered Information Available||No|
Highlights from Latest Full Inspection✝
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Information about this school
The school is an averaged-sized secondary school. It is part of a federation with an 11 to 16 boys’ school on the same site. Each school has its own head of school, with an Executive Principal having an overview of both schools. The schools share a governing body. The Executive Principal was appointed in January 2010. Since her appointment, many staff changes have taken place. A new senior leadership team has been established, many middle leaders are comparatively new to post and a significant number of staff have left the school. Boys wishing to pursue their education past the age of 16 can join the girls’ school. Students from many other schools in the vicinity also join for sixth form education. The sixth form formed part of this inspection. The boys’ school was inspected simultaneously, but by a different team. Approximately one in four students is of White British heritage. There is a high proportion of students from minority ethnic backgrounds, the largest being Black British African. Approximately half of all students learn English as an additional language. The proportion of students known to be eligible for the pupil premium (additional funding for students known to be eligible for free school meals, children who are looked after by the local authority and those with a parent in the armed services) is very high and virtually twice the national average figure. The proportion of disabled students and those with special educational needs supported through school action is below average. The proportion of students supported at school action plus or with a statement of special educational needs is similarly below average. Students’ additional needs are wide ranging, with most relating to behaviour, emotional, social and moderate learning difficulties. Approximately one third of the students leaving the girls’ school at the end of Year 11 enters the sixth form. Attainment on entry is lower than might be expected given the school’s GCSE results. This is because many of the higher attaining Year 11 students undertake their sixth form studies at a variety of other locations across London. The school does not make any use of off-site alternative learning providers. The school meets the current government floor standards, which determine the minimum expectations for attainment and progress by the end of Key Stage 4.
Summary of key findings for parents and pupils
This is an outstanding school In this high-performing school, students make rapid progress and reach high standards in many subjects including English and mathematics. The quality of teaching is impressive. A significant amount of teaching is outstanding. Its high quality inspires students to do their best and make rapid progress. Students feel safe and their behaviour is outstanding. Attendance rates are high. Students are justifiably proud of their school. Students’ spiritual, moral, social and cultural development is promoted exceptionally well. The school has high expectations for every student. The extensive range of experiences provided for them ensures that they develop into mature and considerate adults determined to make their mark in the world. The sixth form is good and improving rapidly. Those students who complete two full years in the sixth form make at least good progress in relation to their starting points. Senior leaders and governors carefully analyse all aspects of the school’s work. This has helped to secure outstanding teaching through improved training. A detailed analysis of data has led to improved target setting which has improved achievement so that it is now outstanding. Led by a truly inspirational Executive Principal, leaders and managers at all levels, including the governors, provide the drive and ambition needed to ensure that this wonderful school continually improves.