ISI Inspection Highlights 2024

NTHERE’S QOTHING UITELIKE GBRIGHTON IRLS

Welcome to Brighton Girls

Brighton Girls ISI Inspection Overview Inspection Framework 23:

Brighton Girls was inspected by the Independent Schools Inspectorate between the 12th and the14th of March 2024. This was the school’s first inspection under the new ISI Framework 23

In these new-style inspections, schools do not receive overall judgements, but are assessed on the extent to which they meet the Standards in 5 areas: Leadership, management and governance; Quality of education, training and recreation; Pupils’ physical and mental health and emotional wellbeing; Pupils’ social and economic education and contribution to society; and Safeguarding.

We are delighted to report that the school passed with flying colours, meeting all 5 Standards, and received excellent feedback.

Over a period of three days, a team of five inspectors examined all aspects of our provision. They observed lessons, held discussions with students and staff, attended assemblies, activities and clubs. We are delighted by the positive comments we received during the inspection and which now appear in our final report

As a community, we have worked hard to put student wellbeing at the heart of everything we do and to foster a culture of kindness. It is a source of great pride to see these strengths highlighted in our report. Inspectors noted that “the qualities of kindness, tolerance and respect permeate the school community” and understood that, throughout the school, we “celebrate difference”

You can read some of the highlights from our inspection report in the pages that follow.

Rosie

Rosie McColl MA (Oxon), MPhil Head of Brighton Girls

SECTION 1: LEADERSHIP AND MANAGEMENT, AND GOVERNANCE

“…the wellbeing of the pupils is actively promoted”.

“Leaders focus on ensuring high quality teaching across the school...”

“Pupils learn how to treat people with kindness and respect ”

“The personal, social, health and economic (PSHE) education and relationships and sex education (RSE) programmes are the cornerstone of the school’s curriculum and promote pupils’ wellbeing and pastoral care ” .

“In early years, “staffs’ thorough knowledge and understanding of each child's individual needs … ensures that children's safety and well-being are promoted…”

Pupils learn how to treat people with kindness and respect.

…the wellbeing of the pupils is actively promoted.

SECTION 2: QUALITY OF EDUCATION, TRAINING AND RECREATION

An “ambitious curriculum… designed to meet pupils’ diverse needs and enthusiasms.”

“Pupils enjoys a wide range of cross-curricular and recreational activities…”

Pupils are “encouraged to explore and acquire new interests, enthusiasms and self-confidence.”

“Older pupils lead well-attended clubs for younger pupils, providing useful opportunities to develop leadership skills.”

Pupils with special educational needs are “supported effectively both within and beyond the classroom” and “make good progress. ”

“Subject leaders are knowledgeable and passionate about their subjects.”

“Pupils are keen to learn”.

In the early years, children “develop their curiosity through creative play ”

Subject leaders are knowledgeable and passionate about their subjects.

In the early years, children “develop their curiosity through creative play…

Pupils are keen to learn.

Pupils are “encouraged to explore and acquire new interests, enthusiasms and self-confidence.

The qualities of kindness, tolerance and respect permeate the school community.

Pupils enjoys a wide range of crosscurricular and recreational activities…

SECTION 3: PUPILS’ PHYSICAL AND MENTAL HEALTH AND

EMOTIONAL

WELLBEING

Pupils are taught to celebrate difference.

“Pupils’ wellbeing is promoted through the school’s aims which teach pupils to act responsibly and to show respect and kindness.”

“Pupils’ behaviour around the school and in lessons is impeccable.”

“Staff know pupils well.”

“Pupils develop an appreciation of the spiritual and moral aspects of life through the curriculum...”

“In the early years and pre-prep, children show independence…”

“The school’s anti-bullying strategy has been revised and strengthened Greater consistency and the implementation of more effective interventions is having a positive effect in reducing the small number of incidents still further.”

“The school provides several opportunities for pupils to have their voice.”

Staff know pupils well.

Pupils value the recently created wellbeing centres in both the prep and senior sections of the school.

Pupils’ behaviour around the school and in lessons is impeccable.

Pupils’ physical and mental health are important to staff.

SECTION 4: PUPILS’ SOCIAL AND ECONOMIC EDUCATION AND

CONTRIBUTION TO SOCIETY

“From a young age, pupils readily develop their financial literacy skills. Right from the start children are taught how to manage money. ”

“Pupils participate in a range of enterprise projects to develop the skills to navigate real life economic scenarios ”

“ … leaders arrange talks from women in industry and business to give advice on economic matters and independent living…”

In early years and pre-prep “staff stimulate children's interests and enthusiasms by designing a range of activities and help them to begin to understand the world around them”.

“The qualities of kindness, tolerance and respect permeate the school community ”

“Pupils know right from wrong. The understand the need for rewards, rules and sanctions to protect individual interests and promote a calm community”.

“Pupils readily take on roles such as head student, sports captains, prefects and charity and LGBTQ+ representatives. These posts of responsibility help pupils to appreciate the views and opinions of others as well as honing their leadership skills.”

Pupils participate in a range of enterprise projects to develop the skills to navigate real life economic scenarios…

From a young age, pupils readily develop their financial literacy skills. Right from the start children are taught how to manage money.

In early years and preprep “staff stimulate children's interests and enthusiasms by designing a range of activities and help them to begin to understand the world around them.

SAFEGUARDING

“Staff demonstrate a culture of openness and report any potential issues at the earliest opportunity ”

“Governors... bring a wealth of local intelligence and knowledge about the contextual risks to the school and are effective in mitigating them.”

“Pupils feel safe in the school because there are a range of staff to whom they can seek support if they have any concerns. ”

“Pupils’ physical and mental health are important to staff.”

“Pupils value the recently created wellbeing centres in both the prep and senior sections of the school ”

Pupils’ physical and mental health are important to

staff.

Next Steps?

All inspection reports include at least two recommended next steps. We are pleased that our recommendations signpost areas where we have already made significant progress; both are helpful in affirming our current direction of travel and in signposting where we can continue to improve.

The first is to “deepen” our “analysis of information we are gathering from selfevaluation processes ” and the second is to “make more consistent use of quality assurance processes ” to enable greater consistency in subject delivery