Wirral Grammar School for Girls

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About Wirral Grammar School for Girls

Name Wirral Grammar School for Girls
Website http://www.wirralgirls.co.uk
Ofsted Inspections
Headteacher Mrs Jennifer Ogunmyiwa
Address Heath Road, Bebington, Wirral, CH63 3AF
Phone Number 01516448282
Phase Academy
Type Academy converter
Age Range 11-18
Religious Character Does not apply
Gender Girls
Number of Pupils 1193
Local Authority Wirral
Highlights from Latest Inspection

What is it like to attend this school?

At Wirral Grammar School for Girls, pupils and students thrive.

They feel an immense sense of pride in belonging to a warm and welcoming school community.

Pupils and students embrace the high expectations that leaders have of them, and they flourish both personally and academically. All pupils, including those with special educational needs and/or disabilities (SEND), achieve remarkably well.

Pupils and students are exceptionally well prepared for the next stage in their education, employment and/or training.

Pupils and students behave impeccably. They are extremely courteous, polite and helpful to others.

For instance, they engage confident...ly and maturely with visitors to the school. They do this with humility.

Pupils and students value the sense of togetherness in the school.

Older pupils and students support their younger peers. For example, they keenly lead clubs, act as mentors and run tutoring sessions. Kindness permeates the school.

This helps pupils to feel safe. When incidents of bullying occur, leaders deal with these quickly and effectively.

There is an impressive range of extra-curricular opportunities available.

All pupils and students benefit from these. For instance, pupils can enjoy activities such as robot Olympics, jazz ensemble and 'ready, steady, cook'. In the sixth form, enrichment activities enhance the taught curriculum, with opportunities such as first-aid training and interior design clubs.

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

Leaders have designed a highly ambitious and broad curriculum. They have carefully considered what pupils and students need to learn to succeed. The curriculum, including in the sixth form, is structured logically so that pupils and students can build securely on what they already know.

This helps pupils and students to acquire a vast body of knowledge and deepen their understanding of subjects over time.

Teachers are experts in their subjects. They deliver new concepts confidently and with clarity so that pupils and students secure the knowledge that they need.

Pupils learn deeply, well beyond the requirements of the national curriculum.

Pupils and students have a profound thirst for learning. Their exceptional behaviour during lessons allows teachers to focus on what needs to be taught.

Teachers encourage independence as well as debate and discussion. This propels pupils and students to secure a deeper level of understanding of concepts. Pupils use subject-specific vocabulary confidently in these discussions as a matter of routine.

Teachers make regular checks on how well pupils and students are learning. They address swiftly any misunderstandings that pupils may have. This ensures that pupils and students have a solid foundation for subsequent learning.

Pupils, and students in the sixth form, read avidly. They spoke with enthusiasm about the merits of authors whose work they enjoy. Leaders have ensured that there is a rich breadth of texts woven through the curriculum.

This helps to expand pupils' and students' learning. Leaders foster a culture of reading for pleasure, for example through reading activities in form time, author visits and frequent reading competitions.

Leaders are quick to identify the needs of pupils with SEND.

Staff have a comprehensive understanding of the needs of these pupils. Pupils with SEND have access to the same ambitious curriculum as their peers. They, and their parents and carers, spoke favourably of the support that staff provide to meet their academic and pastoral needs.

Leaders ensure that these pupils are fully included in every aspect of school life.

Leaders are passionate about their commitment to the personal development of each pupil and student. They have meticulously considered the content and the order of this curriculum.

This ensures that pupils and students are prepared fully to take their place in a modern and diverse society.

Pupils' and students' understanding and enactment of their responsibilities as respectful citizens are commendable. They are equipped splendidly for future success.

Staff ensure that careers advice and guidance are suitably tailored to pupils' and students' individual needs. For example, students in the sixth form receive excellent support with their university applications. This helps them to secure their place on competitive courses.

Added to this, there is an abundance of opportunities for pupils to engage meaningfully with employers. All pupils in Year 11 and almost all students in Year 13 secure appropriate destinations.

Staff morale is high.

Staff reported that leaders listen to them and make every effort to make their workload manageable. Staff feel valued and trusted. They told inspectors that they are proud to work at the school.

Governors are highly committed to the school, and they are suitably knowledgeable. They have a strong understanding of the quality of education that pupils and students receive. They provide highly effective challenge and support to leaders.


The arrangements for safeguarding are effective.

Leaders have created effective procedures to safeguard pupils and students. All staff are well trained to identify any potential safeguarding concerns.

Records are clear and well managed.

Leaders work effectively with external agencies to secure timely support and advice for vulnerable pupils and their families.

Pupils and students are taught how to keep themselves safe.

All pupils and students know whom to go to if they have any concerns. The personal development curriculum is suitably adapted to take into consideration any local issues that might affect their personal safety. For example, pupils and students are taught how to protect themselves from the negative impact of social media and to look after their own mental health.

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