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Independent Schools Inspectorate INDEPENDENT SCHOOLS INSPECTORATE INTEGRATED INSPECTION BEDFORD GIRLS' SCHOOL © Independent Schools Inspectorate 2015 INDEPENDENT SCHOOLS INSPECTORATE Bedford Girls' School Full Name of School Bedford Girls' School DfE Number 822/6012 Registered Charity Number 1066861 Address Bedford Girls' School Cardington Road Bedford Bedfordshire MK42 0BX Telephone Number 01234 361900 Fax Number 01234 344125 Email Address [email protected] Headmistress Miss Jo MacKenzie Chair of Governors Ms Tina Beddoes Age Range 7 to 18 Total Number of Pupils 951 Gender of Pupils Girls Numbers by Age 7-11: 254 11-18: 697 Inspection Dates 17 to 20 March 2015 © Independent Schools Inspectorate 2015 PREFACE This inspection report follows the ISI schedule, which occupies a period of four continuous days in the school. This is the first ISI inspection for this new school formed out of the merger of two pre-existing schools. The Independent Schools Inspectorate (ISI) is the body approved by the Secretary of State for the purpose of inspecting schools belonging to the Independent Schools Council (ISC) Associations and reporting on compliance with the Education (Independent School Standards) Regulations 2014. The range of these Regulations can be viewed on the website www.legislation.gov.uk. Additionally, inspections will consider the school’s accessibility plan under Schedule 10 of the Equality Act 2010 and the ban on corporal punishment introduced by the School Standards and Framework Act 1998. The inspection was also carried out under the arrangements of the ISC Associations for the maintenance and improvement of the quality of their membership. The inspection of the school is from an educational perspective and provides limited inspection of other aspects, although inspectors comment on any significant hazards or problems they encounter which have an adverse impact on children. The inspection does not include: (i) an exhaustive health and safety audit (ii) an in-depth examination of the structural condition of the school, its services or other physical features (iii) an investigation of the financial viability of the school or its accounting procedures (iv) an in-depth investigation of the school’s compliance with employment law. Inspectors may be aware of individual safeguarding concerns, allegations and complaints as part of the inspection process. Such matters will not usually be referred to in the published report but will have been considered by the team in reaching their judgements. Both Ofsted and ISI inspect and report on the Independent School Standards Regulations. However, they apply different frameworks and have different criteria for judging school quality that are suited to the different types of schools they inspect. Both use a four point scale when making judgements of quality but, whilst the ISI terminology reflects quality judgements that are at least equivalent to those used by Ofsted, they also reflect the differences in approach. ISI reports do not provide a single overarching judgement for the school but instead give a clear judgement on each aspect of the school’s work at the beginning of each section. These headline statements must include one of the ISI descriptors ‘excellent’, ‘good’, ‘sound’ or ‘unsatisfactory’, and where Achievement is ‘exceptional’ that term may be used for the top grade. Elsewhere in the report, inspectors may use a range of different adjectives to make judgements. © Independent Schools Inspectorate 2015 INSPECTION EVIDENCE The inspectors observed lessons, conducted formal interviews with pupils and examined samples of pupils’ work. They held discussions with senior members of staff and with the chair of governors, observed a sample of the extra-curricular activities that occurred during the inspection period, and attended registration sessions and assemblies. Inspectors visited the facilities for sick or injured pupils. The responses of parents and pupils to pre-inspection questionnaires were analysed, and the inspectors examined regulatory documentation made available by the school. Inspectors Mr Richard Mannix Reporting Inspector Mr Stephen Crump Team Inspector (Head, GSA school) Mrs Pamela Evans Team Inspector (Former Head of Department, GSA school) Ms Linda Glithro Team Inspector (Former Deputy Head, GSA school) Ms Susan La Farge Team Inspector (Headmistress, ISA school) Mrs Emma Margrett Team Inspector (Director of Studies, ISA school) Mr John Parsonage Team Inspector (Former Head of Department, HMC school) Mr Stephen Pugh Team Inspector (Senior Deputy Head, HMC school) Mr Matt Williams Team Inspector (Assistant Head, GSA school) Mr Ian Yorston Team Inspector (Head of Department, HMC school) © Independent Schools Inspectorate 2015 CONTENTS Page 1 THE CHARACTERISTICS OF THE SCHOOL 1 2 THE SUCCESS OF THE SCHOOL 2 (a) Main findings 2 (b) Action points 3 (i) Compliance with regulatory requirements 3 (ii) Recommendations for further improvement 3 3 THE QUALITY OF ACADEMIC AND OTHER ACHIEVEMENTS 4 (a) The quality of the pupils’ achievements and learning 4 (b) The contribution of curricular and extra-curricular provision (including community links of benefit to pupils) 5 (c) The contribution of teaching 6 4 THE QUALITY OF THE PUPILS’ PERSONAL DEVELOPMENT 8 (a) The spiritual, moral, social and cultural development of the pupils 8 (b) The contribution of arrangements for pastoral care 9 (c) The contribution of arrangements for welfare, health and safety 10 5 THE EFFECTIVENESS OF GOVERNANCE, LEADERSHIP AND MANAGEMENT 11 (a) The quality of governance 11 (b) The quality of leadership and management, including links with parents, carers and guardians 11 © Independent Schools Inspectorate 2015 Bedford Girls’ School 1 1. THE CHARACTERISTICS OF THE SCHOOL 1.1 Bedford Girls’ School is an independent day school for girls aged seven to eighteen. It was formed through the merger of two separate Harpur Trust schools: Dame Alice Harpur School and Bedford High School for Girls. The new junior school, for pupils between the ages of seven and eleven, opened in 2010, the senior school, for pupils aged eleven to sixteen, in 2011 and finally the sixth form in 2012. The new school occupies the buildings of the former Dame Alice Harpur School, and is situated on the banks of the Great Ouse, to the south of Bedford town centre. Both of the schools that merged were originally founded in 1882 by the Harpur Trust Group, which was originally endowed by Sir William Harpur in 1556. Bedford Girls’ School is owned and managed by the Harpur Trust (formerly the Bedford Trust). The Harpur Trust retains overall responsibility for the school, with everyday oversight the responsibility of the school committee of governors. 1.2 The school aims to challenge pupils to achieve their personal best, through imaginative and reflective practice. It places emphasis on participation within a safe environment where girls are encouraged to be bold, resilient and confident. The two founding schools have had previous inspection reports; this is Bedford Girls’ School’s first inspection. 1.3 At the time of the inspection there were 951 pupils on the roll, of whom 254 were in the junior school. A total of 697 pupils attended the senior school, including 200 in the sixth form. The majority of pupils come from the Bedfordshire and Buckinghamshire areas, and are from predominantly professional backgrounds. A large majority of pupils are of white British origin. A school transport system covers a number of local towns, including Milton Keynes, Luton and Biggleswade. 1.4 The school does not use standardised measures of ability for junior pupils. The ability profile of the senior school is above the national average. The ability profile of the sixth form is above the national average, although with a wider spread of abilities than in the senior school. At the time of the inspection there were no pupils who spoke English as an additional language. The school identifies twenty-four senior pupils and three junior pupils as having special educational needs and/or disabilities (SEND), all of whom receive special educational provision. No pupil has a statement of special educational needs or an education, health and care (EHC) plan. 1.5 National Curriculum nomenclature is used throughout this report to refer to year groups in the school. © Independent Schools Inspectorate 2015 Bedford Girls’ School 2 2. THE SUCCESS OF THE SCHOOL 2.(a) Main findings 2.1 The quality of pupils’ achievements and learning is good. As a new school, comparative results are not available for the past three years; however, the results in 2013, taken together with inspection evidence, indicate that the pupils’ achievement is good, with some reaching very high levels of attainment. Progress is good across the school, with good support for pupils with SEND and for able, gifted and talented pupils. The best teaching enables independent and challenging learning in most areas of the senior school, although this is less well developed at other ages and across some areas of the curriculum. Marking of work is regular and helpful, although in some departments there is limited use of informative comments to indicate ways to improve. Achievement in a wide range of sporting, creative and performance extra-curricular activities is excellent, and in some areas it is outstanding. Many pupils participate successfully in The Duke of Edinburgh’s Award (DofE) scheme. Pupils throughout the school, including the sixth form, experience a broad and balanced curriculum, and have excellent learning attitudes; they listen well, participate actively and enjoy collaborative working. 2.2 Highly effective pastoral care ensures that pupils throughout the school have excellent standards of personal development. They benefit from close and supportive relationships, both with each other and with the staff. Pupils are friendly, courteous and very well behaved, and they show great respect and concern for others, including those less fortunate than themselves. Pupils have a keen sense of right and wrong, and their moral development is strong. Their social awareness is excellent and the school community shows great respect for other faiths and cultures.
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