|Name||Bradford Girls’ Grammar School|
|Ofsted Inspection Rating||Inadequate|
|Inspection Date||13 March 2019|
|Address||Squire Lane, Bradford, West Yorkshire, BD9 6RB|
|Number of Pupils||1088 (13% boys 87% girls)|
|Number of Pupils per Teacher||15.4|
|Academy Sponsor||Bradford Girls' Grammar School Trust|
|Percentage Free School Meals||19.9%|
|Percentage English is Not First Language||39.5%|
|Pupils with SEN Support||10.6%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Bradford Girls’ Grammar School became a free school on 2 September 2013. Responsibility for governance of the school rests with the governing body. The school caters for pupils in Reception, key stages 1–4 and a sixth form. The majority of pupils have Asian or Asian British-Pakistani heritage. Small proportions of pupils are of another ethnicity, including Asian British-Indian, or White British. The proportion of pupils who have an education, health and care plan is below the national average. The proportion of pupils who are entitled to support for SEND is above the national average. The number of pupils who are disadvantaged is below the national average. The number of pupils who speak English as an additional language is above the national average. The school has links with Bradford College for the provision of alternative education.
Summary of key findings for parents and pupils
This is an inadequate school There are significant weaknesses in leaders’ handling of allegations about staff. Leaders have not followed statutory guidance in managing these incidents. Safeguarding is not effective. Some pupils do not feel that they have an adult in school whom they could approach if worried about anything. Students’ progress in the sixth form has been below average for the last three years, across a range of A-level subjects. Students’ attainment in their A levels in 2018 was below the national averages, compared with students with the same starting points. Students currently in the sixth form are making more encouraging progress across a range of subjects. The school has the following strengths Pupils make strong progress in a wide range of subjects. This progress is evident across early years, the primary phase and the secondary phase. Pupils who are disadvantaged and those with special educational needs and/or disabilities (SEND) make good progress in the early years foundation stage (EYFS) and the primary and secondary phases. The quality of teaching overall is good. Teachers have high expectations of what pupils should achieve. Pupils’ behaviour is good. Pupils conduct themselves with consideration for others. Their attendance is good, particularly the attendance of those who are disadvantaged and those with SEND.