
THE PARLIAMENTARY REVIEW
Highlighting best practice
42 | BATLEY GIRLS’ HIGH SCHOOL
Our curriculum model is designed to
achieve breadth and balance in an
increasingly academic environment.
We have an open structure where
the English Baccalaureate is available
to all and, in addition to academic
and vocational GCSE courses, we
offer enrichment without formal
examination in a range of character-
building programmes, including
leadership, salon services (vocational
training) and “Food for Life”. Our
Progress 8 scores are in the top
quintile nationally for all and for
disadvantaged students. We believe
we are striking the right balance with
our curriculum. However, as always,
we constantly look to improve. We
invest heavily in Key Stage 3 and
have worked hard to build a strong
foundation for learning here while still
securing outcomes for older students.
With a cohort that has a middle-to-
low ability skewed intake, it has been
vital to accelerate progress in English,
mathematics, science, modern
languages and the humanities.
English and mathematics progress
scores are now consistently in the
top 20 per cent – significantly
above average. In terms of the
humanities and modern languages,
we are now also well above average.
Underpinning this achievement is a
drive to secure excellent teaching and
learning through mastery, embedding
learning and seizing opportunities
to get out of the classroom to
learn, such as our “Big Day Out”.
Enrichment opportunities such as
humanities visits, Debrett’s visits,
student work experience placements
to the Department of Business,
Energy and Industrial Strategy
(BEIS) and our award-winning
research initiatives, we believe, are
transformational.
We never assume that stereotypical
life experiences of children feature
in the lives of every student. Thus,
we seek to enhance their experience
through such provision as supporting
learning about the gothic genre
by visiting Whitby and the Abbey,
understanding coastal erosion by
visiting the seaside, ensuring a deeper
understanding of the arts and culture
through our international and British
visits – in short, by providing real
world connectivity to our learning at
every possible turn.
We recognise the challenges posed
by Social Emotional and Mental
Health (SEMH) issues and are
seeking to build on current strengths
within our school. We intend that
our partnership research project
with Leeds Beckett University, and
our work across the local HUB (17
primaries and 3 secondaries) will,
by prioritising early intervention
through a coherent, multi-agency
approach, lead to significant
improvements, particularly in early
years and primary. We plan to secure
a stronger platform for students’
success by providing early proactive
support. Proactive, rather than
reactive, practice is a key strategic
driver in all that we do.
We were rated “outstanding” by
Ofsted 2013/14. For us it is the quality
of what we do, day in, day out, and
how that transforms lives, which is
ourmeasure.
Enrichment
opportunities
such as
humanities visits,
Debrett’s visits,
student work
placements to
the Department
of Business,
Energy and
Industrial
Strategy (BEIS)
and our award-
winning research
initiatives, we
believe, are
transformational
“
“
Batley Girls’ High School’s
annual Question Time event
has had a significant impact
on the level of debate in the
school