Carshalton High School for Girls

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About Carshalton High School for Girls

Name Carshalton High School for Girls
Ofsted Inspections
Headteacher Mr Maurice Devenney
Address West Street, Carshalton, SM5 2QX
Phone Number 02086478294
Phase Academy
Type Academy converter
Age Range 11-18
Religious Character Does not apply
Gender Girls
Number of Pupils 1406
Local Authority Sutton
Highlights from Latest Inspection


Carshalton High School for Girls continues to be a good school.

What is it like to attend this school?

Carshalton High School for Girls is a calm, welcoming school.

Pupils are happy and feel safe. Leaders have developed a culture where pupils behave well and work hard. Adults in the school know pupils well and support them to achieve.

Leaders are ambitious for all pupils, including those with special educational needs and/or disabilities (SEND). This is realised in the curriculum offered and the wider opportunities that leaders provide. There is a thriving student council, and pupils are encouraged to engage and lead on school matters.

Currently, pupils on the cou...ncil are developing proposals to support the school's work on sustainability.

Pupils concentrate well in lessons and enjoy their learning. The vast majority of pupils behave well in lessons, and staff are consistent in their approach to managing any poor behaviour.

This means that learning is rarely disrupted. In most subjects, the curriculum is well thought through. In a small number of subjects, leaders' curriculum thinking has not been as thorough.

Pupils behave well around the school. Relationships between staff and pupils, and between pupils themselves, are positive. Pupils are confident in reporting bullying and say that staff tackle it effectively.

A small proportion of pupils sometimes behave in ways that do not meet with leaders' high expectations.

What does the school do well and what does it need to do better?

Leaders are increasingly ambitious about the curriculum. For example, all pupils are expected to study a modern foreign language and all three aspects of science to GCSE level.

Leaders are broadening the range of vocational pathways so that all pupils, including those in the sixth form, flourish.In many subjects, learning is considered in detail and delivered well. Teachers' subject knowledge ensures that misconceptions are routinely and swiftly tackled.

This helps pupils to make strong progress. For example, in history, teachers use a range of techniques to systematically check for understanding and to ensure previously taught knowledge is secure.Teachers know their pupils well.

This ensures that learning is adapted to meet the needs of pupils with SEND. Leaders have developed and embedded effective assessment systems that help teachers to identify where pupils fall behind. Teachers say this helps to manage their workload and to prioritise pupils who require additional support.

Reading is a whole-school priority, ensuring that pupils are supported to be confident and fluent readers. Pupils enjoy their learning and value the time and support teachers give them. They appreciate teachers recognising their efforts.

Pupils, including those in the sixth form, particularly value the 'Golden Ticket' reward system.In a small number of subjects, such as drama, curriculum thinking is not secure. In science, teachers have not ensured that pupils have acquired key skills that will help them to be more analytical.

For example, some pupils in Year 9 could not draw or interpret graphs accurately and were less confident in their knowledge of the spelling or meaning of key scientific terms. Leaders provide clear guidance so that there is increasing consistency in how the curriculum is organised and delivered.Most pupils behave well, both in lessons and around the school.

The curriculum is taught well, and low-level disruption to learning is rare. The positive learning environment helps pupils to achieve well. Pupils are kind to one another, and their interactions are warm.

However, a small proportion of pupils do not behave as leaders expect. Leaders ensure these pupils have swift access to a range of appropriate behaviour support systems, including through the 'academic reintegration centre'. Leaders have prioritised this aspect of work, and the number of exclusions and suspensions is reducing.

Leaders have established a detailed programme for personal, social, health and economic education. Pupils enjoy opportunities to learn about finance, relationships and health. They engage with the wider community.

Pupils throughout the school benefit from regular, focused sessions on careers. Sixth-form pupils praised their teachers for the guidance and support they received. Pupils go on to study a range of courses at university and/or undertake apprenticeships.

Pupils are very positive about the wider opportunities available. Leaders have planned for pupils to engage in a range of experiences. Pupils are keen to attend the many trips and clubs the school offers, such as the 'maths challenge' club, whole-school production and choir rehearsals.


The arrangements for safeguarding are effective.

The culture of safeguarding in the school is strong. Staff are well trained, vigilant and know how to raise any concerns.

Leaders are tenacious in safeguarding their community. The safeguarding team is highly skilled and provides timely support, working effectively with outside agencies.

Pupils spoke positively about the support available to them and the creative ways they can access information.

For example, they value the app they use to report concerns. Governors are well informed and provide rigorous oversight of the school's safeguarding responsibilities.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, there is insufficient consideration of component knowledge and the sequencing of lessons.

As a result, pupils do not achieve as well in these subjects as they could. Leaders should prioritise curriculum development for this small number of subjects. ? In a few cases, pupils' behaviour and conduct do not meet leaders' expectations.

This disrupts the otherwise harmonious atmosphere in the school. Leaders should ensure that pupils' behaviour throughout the school is of a consistently high standard.


When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually, this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we the school to be good in November 2017.

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