Sutton Grammar School Inspection Report
Sutton Grammar School Inspection Report
Sutton Grammar School Inspection Report
Inspection report
Unique Reference Number Local Authority Inspection number Inspection date Reporting inspector 103011 Sutton 323724 28 November 2008 Peter Gale HMI
This inspection of the school was carried out under section 5 of the Education Act 2005.
Type of school School category Age range of pupils Gender of pupils Number on roll School (total) Sixth form Appropriate authority Chair Headteacher Date of previous school inspection School address
Grammar (selective) Foundation 1118 Boys 837 235 The governing body Mrs Shahenaz Lalani Mr Gordon Ironside 16 November 2005 Manor Lane Sutton SM1 4AS 020 8642 3821 020 8661 4500
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Introduction
The inspection was carried out by one of Her Majesty's Inspectors and one Additional Inspector. Inspectors evaluated the overall effectiveness of the school and investigated the following issues: achievement and standards in the main school and sixth form; developments in the curriculum; the effectiveness of leadership and management at all levels in driving improvement. Evidence was gathered from the school's self-evaluation form (SEF), assessment data, parents' questionnaires, planning documents, observation of lessons, and interviews with staff, students and the chair of governors. Other aspects of the school's work were not investigated in detail, but inspectors found no evidence to suggest that the school's own assessments, as given in its SEF, were not justified, and these have been included where appropriate in this report.
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at various stages in their school careers. A good programme is in place to develop students' enterprise skills, including a student trade fair on the day of inspection. The school evaluates the overall quality of teaching and learning as outstanding and observations of a sample of lessons confirmed this view. Consistent strengths of teaching are very good subject knowledge that facilitates appropriate challenge to bright students, good planning for the effective use of interactive whiteboards and very good relationships that promote excellent engagement and enjoyment of learning. Strategies are already in place to share the excellent practice that currently exists, and these are worthy of continuing refinement and evolution. A programme of curriculum development since the last inspection has placed a higher emphasis on personal development through a structured personal, social and health education and citizenship programme. Coupled with a more flexible Year 7 programme developing cross-curricular skills alongside knowledge, this has produced an outstanding curriculum. Good progress since the last inspection is the result of excellent leadership and effective management. A parent who said, 'The school has outstanding leadership and an ethos that encourages pupils to aim for high achievement', reflected this. Senior leaders have been very effective in tackling the areas identified for improvement in the last inspection. The provision made for citizenship has been greatly improved, departmental management, review and development planning is more consistent and achievement in Key Stage 4 has risen. The headteacher and senior leaders provide strong and clear direction and are well supported by other staff. They have a very good understanding of the strengths and weakness in the school and are proactive in bringing about change. Where changes are less effective, for example early GCSE accreditation in information and communications technology, very effective self-evaluation means lessons are learnt and new plans quickly implemented. Governors provide excellent support and are able to offer help and challenge to the senior leadership team, based on their detailed knowledge and understanding of the school and the local community. Excellent systems are in place for monitoring and tracking students' progress and very effective use is made of assessment information to set extremely challenging targets and improve teaching and learning. This record of success indicates that the school has very strong capacity to bring about further improvement. The school has developed excellent partnerships with parents and external agencies to support students' development. The school has a good understanding of the needs of the local community and its place in it. While making a strong contribution to community cohesion, for example through its outreach work, the headteacher recognises this as an important area for further development. The school is highly effective in integrating students from different religions and cultures and helping them to achieve very well. The school is making very good use of the extra resources it receives for its specialism, for example by improving teaching facilities, enriching the curriculum and through its work in other schools and the local community. The school makes very efficient and effective use of its funding and provides excellent value for money.
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achieve very well because teaching is always good and often outstanding. They are provided with excellent support, care and guidance. The curriculum is very well matched to the needs of students and responsive to their requirements, for example in the introduction of philosophy as an A-level topic. The head of sixth form provides excellent management and leadership of his tutor team. He has a very detailed knowledge and understanding of students' needs and ensures they are met as fully as possible while liaising effectively with curriculum leaders to ensure students achieve their potential. Monitoring of progress towards exceptionally challenging targets is rigorous and a there is good balance between directing students and encouraging them to become independent learners. Students' personal development is outstanding and they make an important contribution to the life of the school and the wider community through activities such as the school council and mentoring younger students.
Provide more opportunities for students to participate in the school and wider community and audit the uptake to develop the good start made on promoting community cohesion.
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Any complaints about the inspection or the report should be made following the procedures set out in the guidance 'Complaints about school inspection', which is available from Ofsteds website: www.ofsted.gov.uk.
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Annex A
Inspection judgements
Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate
School Overall
16-19
Overall effectiveness
How effective,efficient and inclusive is the provision of education,integrated care and any extended services in meeting the needs of learners? Effective steps have been taken to promote improvement since the last inspection How well does the school work in partnership with others to promote learners' well being? The capacity to make any necessary improvements 1 Yes 1 1 1 Yes 1 1
1 1 1 1
1 1 1
Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low.
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Annex B