Bishop Wordsworth’s Church of England Grammar School
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About Bishop Wordsworth’s Church of England Grammar School
Bishop Wordsworth’s Church of England Grammar School
Pupils are proud to attend Bishop Wordsworth's. They feel safe and happy at school.Pupils say that the school has developed their confidence and interests beyond their academic studies.
Parents and carers agree.
Leaders have extremely high expectations of pupils. Pupils strive to meet these, and behaviour is exemplary.
Students in the sixth form relish being positive role models for younger pupils and take this responsibility seriously. There is a strong culture of respect, courtesy and community. This means that bullying is very rare.
It is stopped quickly if it does happen.
Pupils develop their talents through the myriad of extracurricular... activities. These include sports teams, several music clubs, and clubs for computer coding, philosophy and pottery.
The tenets of the Christian faith are integral to the life of the school and contribute strongly to pupils' moral and social development.
What does the school do well and what does it need to do better?
The curriculum is rigorous and ambitious for all pupils, with academic subjects at the heart. Leaders ensure that the curriculum is broad and that all subjects are valued as part of a balanced education.
Teachers have very strong subject knowledge. They use this to ensure that learning is matched well to pupils' capabilities. Leaders provide precise guidance for teachers to support pupils with special educational needs and/or disabilities.
New knowledge builds effectively on what pupils already know. As a result, pupils remember what they have learned. Their work is of a high quality and most pupils take great pride in what they produce.
Leaders have allocated curriculum time to enhance pupils' reading. Pupils in Year 7 are encouraged to read across a range of authors, genres and time periods. Students in the sixth form value the reading lists shared with them for the course they study.
Assessment of pupils' learning is rigorous. Assessment aligns with the highly ambitious curriculum. Teachers correct pupils' errors and explain misconceptions so that pupils do not repeat them.
Pupils are eager to take part in subject-specific mentoring. Younger pupils value the mentoring support they receive from sixth-form students. Pupils are motivated to learn as much as they can.
Pupils are valued members of the school community. They have a strong sense of loyalty to the school. Girls who join the sixth form feel welcomed and are quickly integrated into the school community.
Pupils learn about topics such as consent and healthy relationships at an age-appropriate level. This continues into the sixth form and prepares students well for life beyond school. Many pupils become librarians, prefects, sports leaders, house captains and mentors.
Through these roles they learn the value of active citizenship. The outdoors education programme, alongside many sporting activities, helps pupils to develop their leadership and teamwork and to be physically active.
Careers education prepares pupils well for life beyond school.
Pupils get the impartial advice they need in order to choose the right courses and destinations. Sixth-form students applying to university get the help they need. Those applying to the most selective universities and courses receive further specialised support.
While most students choose to go to university, they also receive useful information about other routes, such as apprenticeships. Guest speakers give pupils insight into many different professions, employment sectors and universities. The school meets the requirements of the Baker Clause, which requires schools to provide pupils in Years 8 to 13 with information about approved technical education qualifications and apprenticeships.
Leaders, including governors, have great confidence in school staff. They trust staff to use their professional expertise to develop their areas of responsibility.
The arrangements for safeguarding are effective.
Staff know how to identify changes in pupils' behaviour that may indicate that they are at risk of harm or may need help. Leaders have responded well to the increased concerns about pupils' well-being since the COVID-19 pandemic. They make appropriate referrals to other agencies when required.
Appropriate checks are carried out to ensure the suitability of all adults involved with the school.
Leaders adapt the curriculum to ensure that pupils know about potential risks and how to reduce these. Leaders have begun work to make it easier for pupils to report any concerns they have.
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