Reading Girls' School, located in Reading, Berkshire, has undergone a recent inspection that highlights its overall effectiveness as good, with outstanding ratings in behavior and attitudes, as well as leadership and management. The school, which opened as a sponsored academy in 2017, serves girls aged 11 to 18 and has a diverse student body, including a significant number of pupils who speak English as an additional language. The inspection took place on November 24 and 25, 2021, marking the first routine inspection since the COVID-19 pandemic began.
Pupils at Reading Girls' School express pride in their institution and demonstrate a strong desire to excel academically. They are ambitious about their futures and appreciate the high expectations set by the school. The dedicated and specialist teaching staff play a crucial role in fostering an environment where students feel comfortable seeking help to achieve their best. The school promotes a culture of kindness and respect, which contributes to the rarity of bullying incidents.
Leadership at the school is characterized by a commitment to providing a curriculum that prepares students to be lifelong learners. The curriculum has been developed to include diverse role models, particularly successful women, which encourages students to aspire to ambitious career paths. The school has seen consistent academic success, particularly in English and mathematics, and is focused on increasing the number of students entered for the English Baccalaureate.
The school offers a broad curriculum that includes a strong emphasis on STEM subjects, alongside humanities and modern foreign languages. Leaders are dedicated to ensuring that improvements made in the curriculum are fully embedded, allowing students to develop knowledge and skills across all subjects. Support for students with special educational needs is well-planned and effectively implemented, ensuring that their needs are quickly identified and addressed.
Personal development opportunities are abundant, with various workshops, clubs, and trips available to students. However, the planning for these activities can be disjointed, leading to some confusion regarding the personal, social, and health education curriculum. Despite this, students feel confident in the careers guidance they receive, particularly older pupils who appreciate the insights into various career pathways.
Staff development is a priority for school leaders, who ensure that teachers have access to the latest knowledge and training in their subject areas. This focus on professional development has contributed to a positive learning environment where staff feel supported and valued.
Safeguarding measures at Reading Girls' School are effective, with strong relationships fostered between staff, pupils, and their families. Leaders are aware of local risks and work closely with external agencies to provide necessary support. The school community is close-knit, with pupils knowing how to report concerns and staff responding promptly.
While the school has many strengths, there are areas for improvement. The curriculum is not yet consistently embedded across all subjects, which affects students' confidence in recalling and applying key knowledge. Additionally, the personal development program lacks coherence, and leaders are encouraged to review and enhance the planning and implementation of the PSHE curriculum to ensure continuity and clarity for students. Overall, Reading Girls' School is making significant strides in providing a supportive and ambitious educational environment for its pupils.
