|Name||Challney High School for Girls|
|Ofsted Inspection Rating||Outstanding|
|Address||Addington Way, Luton, LU4 9FJ|
|Religious Character||Does Not Apply|
|Number of Pupils||1047 (100% girls)|
|Number of Pupils per Teacher||17.9|
|Academy Sponsor||Chiltern Learning Trust|
|Percentage Free School Meals||23.4%|
|Percentage English is Not First Language||80.7%|
|Pupils with SEN Support||9.6%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (14 January 2020)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
What is it like to attend this school?
The belief that all pupils can develop the skills and confidence to become ?influential women of the future? is threaded through every aspect of school life. Staff and pupils share this ambition. Expectations are high. Pupils live the school?s values of respect, readiness to learn and resilience. Classrooms are places where pupils can be curious, questioning and unafraid to make mistakes. Pupils willingly work hard, do not give up and actively support each other so that everyone can flourish.
Pupils value the many opportunities to widen their experience of the world. They participate fully in the extensive extra-curricular programme. The ?memorable experiences? days allow all pupils to try new things and develop new interests. Pupils work to improve the lives of others. They raise thousands of pounds every year for local and international causes.
Pupils have no concerns about bullying. They show considerable maturity when talking about people?s differences and how, in school, they are accepted for who they are.
Pupils are proud of their school. School council members could not think of one thing they would change. Pupils and teachers respect and value each other. Pupils told us that teachers go out of their way to offer help and support.
What does the school do well and what does it need to do better?
Leaders, trustees and governors are unswerving in their determination to raise achievement and develop pupils? character. This has a hugely positive impact on pupils? life chances. Leaders have designed a curriculum that meets the needs of pupils and the local community exceptionally well. Pupils make substantial gains in their knowledge, skills and understanding over their time at the school.
Leaders have successfully raised pupils? aspirations. More pupils are studying the subjects that make up the English Baccalaureate, particularly French and Spanish. Leaders strongly promote science and information technology because these skills are highly sought after by local industry. Increasing proportions of pupils go on to study academic courses when they leave school. Leaders? joined-up thinking helps pupils to develop the attitudes and confidence they need to benefit from these opportunities.
The school is a lively, harmonious place to be. Leaders successfully promote a culture of teamwork, aspiration and trust. Teachers try new things and then share what has worked. They have time together to think very carefully about what pupils need to know, remember and understand. Teachers use their frequent checks on pupils? understanding to expertly adapt their planning.
Teachers use a variety of ways to help pupils remember what they have learned. In mathematics, for example, lessons always begin with a rapid recap of previous learning.
In key stage 3, pupils enjoy learning in a wide range of subjects. Leaders have filled gaps that were previously in the curriculum. For example, the addition of music and drama has been extremely popular. Pupils broaden their ideas and get to learn about other cultures and art forms.
Leaders and teachers have high ambitions for pupils with special educational needs and/or disabilities (SEND). Pupils with SEND play a full and active role in school life. They achieve exceptionally well because teachers are highly skilled at adapting their planning and teaching to meet pupils? different needs.
The personal development curriculum is a huge strength of the school. It contributes significantly to helping pupils to build their self-esteem, self-belief and confidence. Pupils speak with conviction about their future ambitions. They are well informed and determined to make the most of their opportunities.
Teachers strive to give pupils the tools they need to succeed in the wider world. For example, pupils learn how to run an effective fundraising campaign, which is why their charity work is so successful. Pupils learn how to debate and present their ideas. They speak confidently. All teachers ensure that pupils gain the vocabulary they need to make themselves heard. Pupils readily share their ideas and are generous in supporting their classmates.
People are important at Challney High School for Girls. Staff feel valued and respected. Leaders take staff members? training and development seriously. Pupils? well-being and success are at the heart of everything the school does.
The arrangements for safeguarding are effective.
All staff are well aware of the issues that pupils face in the community. The safeguarding team has worked tirelessly to build good relationships with families so that the right support is provided when pupils require extra help. Records show how tenacious staff are when trying to get the right help in place for a vulnerable pupil.
Pupils learn about managing risks within the highly effective personal development programme. This considers local issues, as well as helping pupils to keep themselves safe when online and when out of school.