Feversham Girls’ Secondary Academy

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About Feversham Girls’ Secondary Academy

Name Feversham Girls’ Secondary Academy
Website https://www.fga.iexel.org.uk/
Ofsted Inspections
Headteacher Ms Sajida Muneer
Address 158 Cliffe Road, Undercliffe, Bradford, BD3 0LT
Phone Number 01274559500
Phase Academy
Type Academy converter
Age Range 11-18
Religious Character Muslim
Gender Girls
Number of Pupils 796
Local Authority Bradford
Highlights from Latest Inspection

What is it like to attend this school?

Pupils attending Feversham Girls' Academy achieve exceptionally high standards. They value their learning. They behave with maturity and consideration for others.

Pupils embody trustees' aim of transforming the community through academic excellence.

Teachers encourage pupils to achieve high standards. One parent described teachers' enthusiasm as 'infectious'.

Another said her daughter came home from school with a smile on her face every day.

The school is a very safe environment. Pupils have high expectations of themselves and of their peers.

They try their best in lessons. Pupils expect everyone to behave well. Staff follow effective routin...es that lead to a calm learning environment.

Bullying or other poor behaviour is very rare. Staff take effective action if it happens.

Pupils care deeply about their community.

Many participate in leadership projects and contribute to good causes. Sixth-form students often lead these projects. Pupils participate enthusiastically in the many extra-curricular activities available, including in arts and sports.

Staff are successful in helping pupils prepare for life in modern Britain. Pupils respect people with different beliefs. Staff inspire pupils to set ambitious career goals.

They inspire pupils to achieve these goals through a highly effective careers curriculum.

What does the school do well and what does it need to do better?

Across a broad curriculum, pupils work exceptionally hard on challenging tasks. Teachers plan and teach lessons skilfully.

They ensure pupils learn the curriculum in depth. Teachers check pupils' understanding regularly. This helps teachers plan pupils' next steps in lessons.

Pupils can recall important facts and ideas with ease. The quality of pupils' work across a range of subjects is impressive.

The curriculum is ambitious.

It exceeds the expectations of the national curriculum. It reflects leaders' determination to 'transform lives and communities' through academic excellence. All pupils study a broad and challenging curriculum throughout key stage 4.

They are exceptionally well prepared for future study or employment choices.

Key stage 3 pupils, in English, study three Shakespeare plays in depth. They read a wide range of novels and other literature.

Teachers select novels that build pupils' understanding of different cultures and writing styles. This broadens pupils' knowledge and provides the building blocks for future learning.

Pupils with special educational needs and/or disabilities (SEND) study the full curriculum.

Teachers and other adults support pupils with SEND extremely well. They thoughtfully adjust learning tasks to ensure all pupils achieve highly. Teachers spot gaps in pupils' knowledge and help them to catch up.

Pupils who need help with reading catch up quickly. Additional reading lessons and tailored support help pupils become fluent, confident readers.

Sixth-form students achieve similarly high standards.

They study a range of academic and vocational subjects. The curriculum supports students to achieve their ambitious goals. Nearly all students progress to higher education or employment.

A well-planned personal development curriculum equips pupils well for life in modern Britain. The academy's values of 'respect and tolerance' underpin the programme. Pupils know how to keep themselves safe and healthy.

They discuss other faiths, beliefs and protected characteristics thoughtfully. This prepares the pupils well for life in modern Britain.

The school's careers education programme contributes greatly to pupils' success.

Pupils are very aware of the courses and jobs they can secure after school. They set ambitious goals because staff and visitors inspire them to achieve. They know how to achieve their goals.

Pupils contribute enthusiastically to school projects and to their local community. There are many opportunities for them to lead activities. Pupils run a local food bank.

They demonstrate remarkable levels of initiative and generosity.

In lessons and around school, pupils' behaviour is exemplary. Suspensions and other sanctions are hardly ever necessary.

Pupils respect their teachers and peers. They focus on learning in class. Teachers and leaders are visible around school at breaktimes.

This helps to create a calm, safe environment.

Recent restrictions linked to the pandemic, and more recent illness due to COVID-19 have had a negative effect on pupils' attendance. Leaders are taking effective action to improve this.

They have invested in support services, such as mental health counsellors. There are extra lessons to help pupils catch up with any missing learning.

Trustees aim for educational excellence.

They want pupils to achieve high standards and progress to successful careers. They hold leaders to account for achieving this aim. They fulfil all their statutory obligations.

Many teachers value the training opportunities available to them. This, in part, contributes to pupils' impressive achievement over time. Early careers teachers say staff are generous when sharing their time and resources to help them improve further.

Leaders have made workload manageable for all staff.


The arrangements for safeguarding are effective.

Leaders are vigilant about the risks pupils may face.

They ensure all staff know these risks. Staff share any safeguarding concerns diligently. Leaders refer significant concerns to the correct agency swiftly.

Leaders are persistent in seeking support for pupils when they need to be.

Pastoral leaders know pupils well. Pupils know these leaders will help them with any problems they have in or out of school.

The arrangements for checking that adults are suitable to work with children are thorough.

Pupils learn about risks and how to stay safe. This includes staying safe online.

Recently, staff have taught pupils how to avoid the risks of forced marriage or sexual harassment. A school-based police officer delivers assemblies and meets groups of pupils. She helps them to understand local issues and how to keep safe.

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