Ofsted says the school is meeting expected standards in teaching and academic achievement, but highlights concerns over persistent absence, leadership and support for pupils with SEND.
A Croydon high school for girls has been praised for the academic achievements of its disadvantaged pupils, with Ofsted describing their performance as “a credit to the school”.
The praise came in Norbury High School for Girls’ latest inspection, which found that the school was meeting its ‘expected standard’ for academic achievement, curriculum and teaching, despite challenges around attendance, inclusion and leadership.
Figures from the May inspection noted that 38.9 per cent of disadvantaged pupils at the school achieved grade 5 or above in GCSE English and maths, compared with 25.8 per cent nationally.
The school, on Kensington Avenue in Norbury, has 1,173 female pupils aged 11 to 19. It is part of the Wandle Learning Trust, which runs a number of primary and secondary schools across London and East Sussex.
Official figures show that 37.49 per cent of pupils at the school are eligible for free school meals, compared with a national average of 26.5 per cent.
The school’s sixth form also met Ofsted’s expected standard, with inspectors describing it as a “supportive, cohesive and inclusive community”. They said student achievement was beginning to show clear improvement.
Safeguarding standards were also fully met, with inspectors praising an “open culture” where “pupils are made safer and feel safe”.
Behaviour across the school was generally positive, with inspectors stating that “pupils are calm and regularly treat one another with kindness”. They also praised the “significant reduction” in the use of suspensions.
Staff morale was also praised, with teachers describing leaders as approachable and parents generally positive about the school.
However, the inspection also highlighted several areas where the school needs to improve. Attendance was one of the main concerns, with 36.1 per cent of pupils recorded as persistently absent, compared with a national average of 23.4 per cent.
Ofsted inspector Emily Leonard said that while the school’s overall attendance remained slightly above the national benchmark, attendance among pupils with SEND remained a particular concern.
The report said school leaders had “a clear understanding” of the needs of absent pupils and that measures introduced to improve attendance were beginning to have an impact. However, it stated that “some variability in rigour” was limiting the effectiveness of these measures and preventing the rapid improvements needed across the school.
The school’s curriculum met Ofsted’s expected standard overall, but inspectors found some inconsistency in how teachers check pupils’ understanding during lessons. Inspectors said this allowed for gaps in knowledge to develop.
Inclusion was also rated as “needs attention” after support for vulnerable pupils was found to be inconsistent.
Inspectors said staff training to meet the needs of pupils with SEND and those known to social care was “limited”, meaning some pupils “do not access learning fully”. The report added that leaders “do not have consistently high expectations for these pupils”.
Leadership and governance were also rated as “needs attention”, with inspectors saying its “leadership structures lack clarity”, resulting in “variable oversight of systems”.
Inspectors added that governors “do not have a securely clear understanding” of the areas where the school needs to improve.
In response to the findings, the school’s Local Academy Committee Co-Chairs, Judi Dumont-Barter and Shazra Abdul Wahid, told the Local Democracy Reporting Service: “After a Summer of exceptional GCSE and A Level results, including for our most disadvantaged students, we welcome Ofsted’s recognition of our school’s open and positive culture in which girls are empowered and encouraged.
“We were also really pleased to see Ofsted grade our Curriculum and Teaching, Achievement, Personal Development and Wellbeing, along with Post-16 Provision (Sixth Form), as ‘Expected Standard.’
“Areas identified as ‘Needs Attention’ by Ofsted were ones that we had also identified in our own rigorous self-evaluation. Our targeted action plans mean we know what work needs to be done to reach the required benchmark in every area. We were able to review those plans with Ofsted when they visited.
“We’re confident that with the support of all Norbury High School for Girls staff and the wider Wandle Learning Trust school improvement team we’ll be at least expected standard in all areas when Ofsted next visit us in 12 months’ time.”
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