Ateres Girls High School

What Ofsted said

From the inspection on 25 June 2024

Pupils are polite and friendly. They show respect and kindness to all. This is a Jewish school with strong religious and moral foundations. The school builds caring and trusting relationships with pupils and with parents and carers. It has established a true community spirit. This is of great benefit to pupils. The school has high expectations for what pupils can achieve. Pupils realise these expectations. They show positive attitudes to their learning and achieve well in their GCSE examinations. The school prepares pupils well for the next stage of their academic education. The school's ethos promotes good behaviour. Pupils behave well because they know it is the right thing to do. As they progress through the school, they take increasing responsibility for their own behaviour. This is a calm and orderly school. Pupils are happy here. They enjoy educational visits and take part in activities, including sports and arts and crafts. The school does not teach pupils about two of the protected characteristics. These protected characteristics are sexual orientation and gender reassignment. The school has not had regard to the requirements of the Relationships Education, Relationships and Sex Education and Health Education statutory guidance. The school's provision for pupils' personal development requires improvement. It does not give pupils enough knowledge about relationships.

What the school should improve

• The school does not teach pupils about two of the nine protected characteristics. Pupils do not gain an appropriate knowledge of sexual orientation or gender reassignment. In the context of its Jewish religious ethos, the school should teach these two characteristics in a manner that meets statutory guidance.
• The school's provision for personal development is not coherently organised. It does not provide pupils with an increasingly deep and age-appropriate knowledge with particular regard to relationships education. The school should ensure that it develops its personal development provision so that all pupils receive a logically sequenced, appropriate body of knowledge that prepares them for life in modern Britain.
• In some subjects, the curriculum is not organised coherently enough. This means that sometimes teachers do not build as effectively as they might on pupils' prior learning. At times, they do not select activities or use pedagogies to secure or extend pupils' learning well enough. The school should ensure that it provides teachers with the training and development that they need, in both curriculum design and pedagogical content knowledge, so that pupils can acquire a deep and coherent knowledge across all subjects.

Read the full Ofsted report (opens in a new tab)