Norbury High School for Girls

What Ofsted said

From the inspection on 19 May 2026

Pupils at this school feel safe. They are clear where to go if they need additional support and feel confident to ask for it. In lessons, pupils largely behave well. They respond to clear routines. Lessons are generally calm. Pupils listen to their teachers and value the achievement points that they receive. When bullying occurs, pupils report it and it is dealt with effectively by staff. Pupils know that attendance is important. However, the school is not yet secure in ensuring that all pupils, including those who have special educational needs and/or disabilities (SEND), attend the school on a regular enough basis. Pupils enjoy their learning in many classes. However, they have a mixed experience across the school. Staff do not consistently check pupils’ understanding and, at times, misconceptions are not picked up precisely enough. As a result, some pupils develop gaps in their knowledge that are left unaddressed. Some pupils get left behind when learning more complex topics. Leaders promptly identify pupils with SEND. However, with the exception of the in the sixth form, adaptations to learning do not meet pupils' needs well enough. Conversely, staff support disadvantaged pupils effectively. These pupils make positive progress through the curriculum. They benefit from teaching that is adapted to their needs. Pupils benefit from a range of opportunities beyond the curriculum. They understand fundamental British values and celebrate the uniqueness of different cultures. Pupils value opportunities to develop their leadership skills such as through the prefect system and by serving on the executive team.

What the school should improve

• Leaders should improve the consistency of teaching to ensure there is systematic checking for understanding in lessons, and the learning of most-able pupils is routinely extended.
• Leaders should ensure that adaptive strategies for teaching pupils who have special educational needs and/or disabilities are understood and used by all teachers.
• Leaders should continue to raise levels of low and persistently low attendance across all pupils groups, including in post-16 provision, by ensuring support is closely targeted to pupils' needs.
• Leaders should improve clarity around leadership roles and structures, so that oversight facilitates improvement.

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