The Folkestone School for Girls, located in Folkestone, Kent, has recently undergone an inspection on the 23rd and 24th of April 2024. The overall effectiveness of the school has been rated as good, with specific areas such as behaviour and attitudes, personal development, and sixth-form provision receiving outstanding ratings. The principal, Mark Lester, leads the school, which is part of The Folkestone School for Girls Academy Trust, overseen by a board of trustees chaired by Dawn Curzon.
This inspection marks the first routine evaluation since the school was last inspected 11 years ago, during which it was rated outstanding. The long gap between inspections was due to the school being exempt from routine evaluations until November 2020. The current report reflects the school's performance under the latest inspection framework and considers any changes since the last graded inspection.
Pupils at the school are encouraged to develop self-belief and confidence, participating in a wide range of activities that enhance their skills and talents. Opportunities such as abseiling, mountain biking, and involvement in the Duke of Edinburgh’s Award scheme contribute to their personal growth. The school promotes a sense of global citizenship, with students engaging in collaborative projects with schools in Nepal and France. The nurturing environment fosters exceptional behaviour, with clear expectations set by staff, allowing pupils to thrive academically.
The curriculum is designed to provide a rich learning experience, enabling pupils to apply their knowledge practically. In subjects like science, students conduct their own research based on personal interests, while an increasing number of pupils are studying modern foreign languages, aligning with the school's goal of becoming an international institution. The sixth form is particularly strong, with students making exceptional progress and gaining admission to prestigious universities or apprenticeships.
While the school excels in many areas, it recognizes the need for improvement in its mathematics curriculum. Currently, the curriculum does not effectively develop pupils' mathematical fluency, particularly in key stage three, which has impacted their overall achievement in key stage four. The school is in the early stages of reviewing this aspect of the curriculum to address these concerns.
Support for pupils with special educational needs and disabilities is thoughtfully implemented, ensuring that all students receive the assistance they need to succeed. The school actively promotes good attendance, particularly for disadvantaged pupils, through various interventions that build confidence and resilience.
The relationships between staff and pupils are characterized by warmth and mutual respect, contributing to a positive school culture. Pupils appreciate the dedication of staff to their well-being and success, and they are encouraged to engage in leadership opportunities that allow them to contribute meaningfully to school life.
Despite the school's many strengths, the report highlights areas for improvement, particularly regarding the governance of the school. Many trustees are new and lack the necessary expertise to provide effective oversight. Additionally, the ambition for a knowledge-rich curriculum in mathematics has not yet been fully realized, necessitating a review to ensure systematic knowledge and skill development.
Overall, the Folkestone School for Girls demonstrates a commitment to providing a high-quality education, fostering personal development, and preparing students for future success. The school’s vision is clear, and with continued focus on improvement, it aims to enhance its academic curriculum and governance structures to support all pupils in achieving their potential.
