Chessington School

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About Chessington School

Name Chessington School
Ofsted Inspections
Headteacher Ms Sarah Wilson
Address Garrison Lane, Chessington, KT9 2JS
Phone Number 02089741156
Phase Academy
Type Academy converter
Age Range 11-16
Religious Character Does not apply
Gender Mixed
Number of Pupils 641
Local Authority Kingston upon Thames
Highlights from Latest Inspection

What is it like to attend this school?

Chessington School is a welcoming and inclusive place. Relationships among pupils and staff are positive and respectful. Pupils are safe and well looked after.

They know there is an adult they can talk to if they have a concern. Bullying is rare and staff take effective action if it occurs.

The school offers a broad and stimulating range of opportunities for all pupils.

The school has high expectations of what pupils can achieve. They ensure that pupils with special educational needs and/or disabilities (SEND) follow the same curriculum as others, with extra help if they need it.

The school is an orderly environment.

Pupils are considerate o...f others. If behaviour falls below the school's expectations, staff follow effective systems and take swift action. Pupils who struggle to regulate their behaviour receive the support they need.

The school offers a rich range of activities and opportunities for pupils. Leaders have ensured that the offer is very inclusive. Pupils relish taking up roles as prefects, mental health ambassadors and sports captains.

They enjoy the variety of clubs offered by the school, which include art, coding, music and different sports.

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

The school's curriculum is ambitious and broad in scope. It goes beyond the aims of the national curriculum.

The school has thought carefully about what they want pupils to know. This knowledge has been carefully planned and sequenced. At key stage 4, pupils can choose from a wide variety of courses matched to their needs.

The number of pupils taking EBacc subjects has increased considerably in the last three years. As a result, many more pupils now study a modern foreign language throughout their time at the school.

Recently, the school has made changes to the curriculum, with the aim of ensuring greater depth of understanding and consistency in its implementation.

In most cases, this is embedded as the school intends. However, in a small number of subjects, this is less well developed. This means that some pupils do not secure the foundational knowledge they need as fully across the whole curriculum.

Staff value the high-quality support and subject-specific training the school provides. Teachers have secure subject knowledge. They present information clearly and explain concepts effectively.

Most use activities that are designed to deepen and consolidate what pupils have learned. In many subjects, pupils, including those with SEND, develop a secure body of knowledge and skills. This enables them to tackle increasingly complex learning.

Pupils with SEND are well supported. Leaders identify their specific needs and ensure that this information is shared with staff. Teachers use this guidance effectively, to make appropriate adaptations which support pupils to access the curriculum successfully.

Some pupils are provided with extra help to support them with their reading. This helps them to build greater confidence and fluency. The school promotes reading for enjoyment.

Pupils enjoy choosing books, completing quizzes and learning about different writers.

Staff have high expectations of pupils' behaviour. Leaders have recently made changes to the behaviour policy.

They have ensured that staff have had training and support, so that behaviour is managed more consistently. Lessons are rarely disrupted. Most pupils have positive attitudes towards their learning.

They are respectful and considerate of others. Older pupils who take up responsibility roles are excellent role models for younger pupils.

Most pupils attend well.

The school works effectively with a range of external agencies to support pupils' well-being. Staff take swift action if a pattern of concern is identified.

The school has carefully designed the school's personal, social and health education curriculum so that it supports pupils' development.

Pupils learn about how to stay healthy. They learn about different types of risk and how to keep themselves safe, including when online.

The school prepares pupils well for the next stage of education, employment or training.

Speakers and visits to different colleges and universities provide useful information about different future pathways, including apprenticeships.

Staff at the school are sharply focused on what is working well and areas that need further development. The trustees and local governors maintain very effective strategic oversight of the school's work.

They fulfil their statutory responsibilities well.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have introduced an ambitious curriculum, which is well designed and sequenced.

However, it is not firmly embedded. In a small number of subjects, teachers are still getting used to delivering the curriculum content. The school should ensure that the curriculum is embedded securely across all subjects and that staff have the training and support they need to deliver it confidently.

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