Ofsted conducted a short inspection of The Frances Bardsley Academy for Girls on July 3, 2019, following its previous judgment of good in January 2016. The inspection team, led by Ofsted inspectors, found that the school continues to maintain a good quality of education. The leadership team has effectively created a safe, welcoming, and purposeful environment for students. They possess a clear understanding of the school's strengths and areas for improvement.
Pupils at the academy demonstrate high aspirations, with one student noting the school's focus on empowering women. This was evident during a Year 9 assembly led by students, which emphasized the importance of thinking big when choosing a career. The pupils are confident, courteous, and articulate, appreciating the diverse opportunities provided by the school, including educational visits and an onsite farm. Feedback from focus groups indicated that students feel well-supported by the school.
Governors are dedicated to the school's improvement and have established a system of health checks to challenge and support school leaders effectively. Surveys from parents, staff, and pupils reflected a positive sentiment towards the school, with many expressing pride in being part of the community. The leadership team has addressed previous areas for improvement, particularly in English, where outcomes have continued to rise. Although the gap between disadvantaged pupils and their peers has narrowed, it remains a concern in some subjects.
Safeguarding measures at the school are robust, with a strong culture of safety evident throughout. Leaders ensure that all safeguarding arrangements are effective, and staff receive appropriate training to recognize and report concerns. Pupils reported feeling safe and noted that instances of bullying are rare and dealt with promptly. The upcoming opening of a new wellbeing center is anticipated to enhance support for mental health services.
The inspection focused on several key areas, including the replication of strong English outcomes in other core subjects. Senior leaders have increased departmental time for developing teaching and learning, which has positively impacted progress in English, mathematics, and science. However, there remains a significant gap in the progress of disadvantaged pupils in mathematics and science compared to their peers. While the school has implemented effective assessment strategies, the pupil premium plan lacks precision, making it challenging to evaluate the effectiveness of interventions.
The inspection also examined the progress of pupils in modern foreign languages, where outcomes have historically been below national averages. Leaders have recognized the need for a detailed review and have phased out German in favor of Spanish. However, teaching quality remains inconsistent, with some lessons lacking effective use of the target language and engagement from pupils.
Finally, the evaluation of the impact of leadership and governance was assessed. The school has implemented health checks to monitor progress and ensure accountability. These measures have improved governors' understanding of the school, enabling them to provide necessary support and challenge. Overall, the inspection concluded that while the school is performing well, there are areas that require continued focus, particularly in reducing the progress gap for disadvantaged pupils and improving consistency in modern foreign languages. The school is encouraged to evaluate the impact of recent curriculum changes and ensure that all pupils make good progress.
