Ensuring Academic and Pastoral Excellence
INSPECTION REPORT
In October 2024, we welcomed an Independent Schools Inspectorate (ISI) team to Northwood College for Girls. We are proud to share some of many highlights from their report:
Quality of Education, Training and Recreation
- Pupils have a wide range of opportunities to develop their skills across all curriculum areas. They make good progress from their individual starting points and attain highly at GCSE and A level.
- The curriculum has relevance, depth and breadth and effectively extends pupils’ knowledge and understanding across the required areas of learning.
- Teachers are knowledgeable within their subject areas. They use an effective range of resources to plan lessons, taking the needs of the class into consideration.
- Subject teachers demonstrate enthusiasm for their subject, which stimulates curiosity and pupils’ self-motivation.
- Teachers ensure that pupils understand success criteria, particularly at GCSE and A level.
- Schemes of work include a diverse and inclusive range of authors and source materials to extend pupils’ knowledge and understanding of the wider world.
- The English department uses shared resources and critical thinking initiatives to enhance oracy and comprehension skills.
- In the Mathematics department, leaders identify and address gaps in pupils’ learning, providing appropriate support as needed.
- Pupils’ additional needs are well supported in lessons by teachers who know them well. Small group work and individual sessions provide pupils with further support.
- Those achieving beyond expectations have extension opportunities that challenge them to develop their disciplinary knowledge.
- Pupils are eager to learn and make good progress from their individual starting points.
- Academic leaders provide a suitable curriculum, which is diverse and inclusive in nature.
- Pupils in the sixth form demonstrate a spirit of inquiry in their learning.
- Teachers provide one-to-one support, where needed, to help pupils to improve their work.
- Leaders in the early years have established a well-sequenced curriculum that allows children to learn through a balance of adult-led and child-initiated activities. They oversee curriculum planning so that the children cover the required areas of learning and are well prepared for the next stage of their education.
- Children in the early years and lower school develop their speaking, reading, and numeracy skills through an effective reading programme and well-planned mathematics scheme. They demonstrate a clear grasp of subject-specific vocabulary across all areas of the curriculum and develop good communication skills.
- In the Junior School, well-planned, cross-curricular links ensure that pupils develop their literacy and numeracy skills across all subjects. They listen and focus well in lessons, ask probing questions, and collaborate effectively to support each other in their learning.
Pupils’ Physical and Mental Health and Emotional Wellbeing
- Leaders and staff help pupils feel valued. They focus on character education as well as academic learning.
- Pupils have many opportunities for leadership throughout their time in the school, which prepares them well for their next steps.
- Pastoral leaders work closely with academic leaders so that individual pupils’ progress is considered in the context of their wellbeing.
- Personal, social, health and economic education (PSHE), including statutory relationships and sex education (RSE), is well planned and delivered by staff who are trained appropriately.
- Leaders and staff set high expectations and model mutual respect. This is exemplified in the positive interactions between staff and pupils.
- Behaviour throughout the school is conducive to positive learning.
- Pupils listen attentively in lessons.
- Leaders ensure that children’s personal, social and emotional development is woven into curriculum planning.
- Pupils learn about health and wellbeing, living in the wider world and positive relationships.
- Tutor times are well planned to include, ‘Wellbeing Wednesdays’ with a focus on exploring health issues and emotions and the impact this has on a pupil’s day.
- Assemblies encourage pupils with inspirational topics, sometimes presented by pupils themselves.
- Wellbeing initiatives are integrated throughout the curriculum, ensuring pupils feel safe to express their views whilst learning to balance different perspectives.
- Leaders in the early years ensure that children are well supported and cared for. They settle well, learn effectively, and are suitably prepared for the next stage in their learning.
- Children in the early years interact confidently with friends and the adults who support them.
- Junior age pupils learn about respectful relationships and online safety.
- Pupils reflect on their learning and provide feedback on the topics covered.
- Pupils understand the link between physical health and wellbeing from their health lessons. Pupils have regular opportunities for physical exercise as part of the planned curriculum.
- Junior school pupils develop their netball drills and skills, practise yoga, learn ballet and contemporary dance, and develop their physical strength in gymnastics or running club.
- Senior pupils develop their skills in sports squads such as football, hockey, swimming, dance, and gymnastics; enhance their coordination and confidence through learning salsa; or exercise regularly in the gym or through cross country running which supports their health and wellbeing.
Co-Curricular
- Pupils take part in an extensive co-curricular and sports programme, including clubs, performing arts, enrichment activities, and sports. Pupils enjoy the development squads in various sports, participating in house competitions, dramatic performances, school musicals, choirs, orchestras, and small ensembles.
- Pupils are offered a wide range of activities, including the literary society, film club, the poetry hub, or beginners Greek.
- Senior pupils lead clubs, societies, and enrichment activities for younger pupils.
- Pupils play a wide range of competitive sports for enjoyment.
- Musical groups abound with choirs, small ensembles, and whole school orchestras as well as school concerts, musicals, and dramatic performances.
Pupils’ Social and Economic Education and Contribution to Society
- Leaders and teachers listen to pupils and treat them with respect.
- PSHE lessons, assemblies, and tutor times promote pupils’ understanding of respect for others.
- Leaders have created a community in which diversity and inclusion champions throughout the school are consulted on the school’s approach to initiatives. They lead initiatives in equality, diversity and inclusion.
- Younger pupils learn about currency, interest rates and the basic handling of money. Older pupils learn about managing personal finances, cooking on a budget, loans and credit cards. Regular visits from outside speakers supports pupils in preparation for the world beyond school.
- Pupils understand democracy. Younger pupils explore topics on the rule of law, crime and human rights. Senior pupils’ involvement in the youth-led virtual conference on climate change and Model United Nations debates allows pupils to deepen their knowledge and understanding of a range of social issues.
- Pupils have strong links with the local community.
- Pupils understand right from wrong. Junior age pupils reflect on their learning in PSHE lessons, developing self-awareness and self confidence in making the right decisions in terms of their behaviour and attitudes to include others in activities and in play.
- The well-planned careers programme ensures pupils have access to impartial guidance and support. Children in the early years begin to understand the world of work from the visits of those who help them. Through discussions, junior pupils begin to develop an awareness of their strengths, skills and subject preferences. From this, pupils build up to focusing on subject choices, and GCSE and A-level options.
- The careers department takes time to help pupils with their choices. Talks from invited speakers including alumni, practice interviews, apprenticeship information and university open days support pupils to be prepared for their next steps.
Safeguarding, Leadership and Management
- Safeguarding is effective. Staff are trained in safeguarding procedures and understand that safeguarding is the responsibility of all staff.
- The designated safeguarding lead (DSL) and safeguarding team are experienced and support the work of the school in managing the needs of pupils.
- The DSL and deputies are suitably trained and qualified. Regular training ensures they are enabled to carry out their work in keeping with the latest guidance.
- Pupils know that there are staff members that they can turn to, should they wish to talk.
- Leaders have a clear development plan and vision in keeping with the aims of the school. They set high expectations.
- Leaders and governors are suitably trained to support the safeguarding leaders in the school.
- Leaders provide thorough support for pupils’ academic and personal development.
- Pastoral and academic leaders meet regularly to ensure that pupils are well cared for.
- Regular age-appropriate education around online safety is provided to pupils so that they understand how to navigate the internet safely. Suitable monitoring and filtering systems are in place and these are checked regularly.
- Routines for managing the health and safety of children in the early years are well established and understood by staff.
- Procedures for fire safety, first aid, and the administration of medicines are secure. Educational trips and visits are suitably risk assessed.
Book A Tour SI Report: Letter from the Head Read Full Report
Academic ISI Inspection Report November 2021
Compliance ISI Inspection Report February 2017