|Name||Flixton Girls School|
|Ofsted Inspection Rating||Good|
|Inspection Date||04 March 2014|
|Address||Flixton Road, Trafford, Urmston, Manchester, M41 5DR|
|Number of Pupils||924 (100% girls)|
|Number of Pupils per Teacher||14.8|
|Academy Sponsor||Healthy Learning Trust|
|Percentage Free School Meals||9.4%|
|Percentage English is Not First Language||9.8%|
|Pupils with SEN Support||11.1%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||Yes|
Information about this school
The school is smaller than the average-sized secondary school. The proportion of students eligible for the pupil premium is slightly lower than average. The pupil premium is the extra funding provided for children in local authority care, those known to be eligible for free school meals and those from armed services families. The very large majority of students are of White British heritage and speak English as their home language. The proportion of disabled students and those who have special educational needs supported through school action is slightly higher than average. The proportion supported at school action plus or with a statement of special educational needs is broadly average. Flixton Girls’ School converted to become an academy school on 1 August 2011. When its predecessor school, Flixton Girls’ High School, was last inspected by Ofsted it was judged to be good. A small number of students have access to alternative provision or work-related courses at the Canterbury Centre, Trafford Medical Needs Centre, the Community Change Foundation and Rathbone’s voluntary youth sector organisation. The school meets the government’s current floor standards, which are the minimum expectations for students’ attainment and progress. The school has Specialist Sports College status, and is a Youth Sport Trust Gold Partner school. The school is a Leading Edge partner school. The school works in partnership with Trafford College, which since September 2013 has provided post-16 education for a small number of the school’s students on the school site. As this provision is delivered and managed by Trafford College, it is separately inspected, so it was not included in this inspection.
Summary of key findings for parents and pupils
This is a good school. Students make good progress and achieve well, particularly in English and mathematics. Results achieved by Year 11 students are rising rapidly, and are now well above average. Most teaching is at least good, and an increasing amount is outstanding. Students’ behaviour in lessons and across the school is good. Relationships between students and teachers are respectful, and students are fiercely proud of their school. Students’ safety is outstanding. The excellent care that students receive keeps them safe. The school uses its founding principles of ‘aspiration, empowerment, excellence’ to promote students’ personal development very effectively. Their spiritual, moral, social and cultural development is outstanding. The school’s leadership is outstanding. The committed and passionate headteacher has a very clear idea of how to improve the school, and she expects a lot from both staff and students. She is very well supported by her senior team and other leaders. The performance of teachers is managed well. The clear, successful focus on improving teaching and learning means that standards continue to rise. School leaders regularly check the progress made by all students. If any fall behind, effective extra help is given quickly. The school’s sports specialism is used well to inspire students to reach their full potential. Governors are very effective at both supporting and challenging school leaders to improve the school further. It is not yet an outstanding school because : Over time, in some subjects, students have made less rapid progress than in English and mathematics. Some teachers mark students’ work less effectively than others. The most able students are not always given work to do which is hard enough. Sometimes disabled students and those who have special educational needs do not have enough chances to improve their basic literacy skills in all subjects.