|Name||Claremont High School|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||13 May 2015|
|Address||Claremont Avenue, Kenton, Harrow, HA3 0UH|
|Number of Pupils||1609 (50% boys 50% girls)|
|Number of Pupils per Teacher||15.5|
|Academy Sponsor||Chrysalis Multi Academy Trust|
|Percentage Free School Meals||9%|
|Percentage English is Not First Language||55.1%|
|Pupils with SEN Support||4.4%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Claremont High School is much larger than most secondary schools. It converted to become an academy school in April 2011. When its predecessor school of the same name was last inspected by Ofsted in 2010, it was judged to be outstanding. The proportion of disabled students and those with special educational needs in the school is below the national average. The proportion of disadvantaged students for whom the school receives the pupil premium is similar to the national average. This is additional government funding for those students known to be eligible for free school meals and those who are looked after. Students come from a wide range of minority ethnic groups. About one-third of the students on roll speak English is an additional language. The school does not use any alternative provision for its students. The school meets the government’s floor targets, which set the minimum expectations for students’ attainment and progress. The headteacher is a national leader of education.
Summary of key findings for parents and pupils
This is an outstanding school. The great majority of students achieve exceptionally well at Claremont. The proportion who attain five A* to C grades, including English and mathematics, is consistently above the national average. Leaders have ensured consistently high quality teaching. Consequently, all groups of students make rapid progress in a wide range of subjects. This includes disadvantaged students, who are supported increasingly well through the prudent use of additional funding. Teachers routinely plan work which motivates and engages students effectively. Work is very well pitched to match the needs and interests of students of all abilities. Homework makes a very strong contribution to students’ development of a wide range of skills, including in literacy and numeracy. The relationships between students and staff are excellent. Students appreciate the efforts made by teachers and other adults to provide enjoyable and challenging learning activities. In most cases, teachers’ marking is highly effective and gives students clear guidance on how to improve their work. Students conduct themselves around the large school site with maturity and respect for others. They have excellent attitudes to learning. This underpins students’ typically responsible and courteous behaviour in lessons. Students report that they feel very safe in all parts of the school. They are highly knowledgeable about a wide range of safety-related matters. This helps them to stay safe outside of school as well as when on site. Students in the sixth form achieve well in a range of subjects, often from below average starting points. Examination results at AS level were particularly impressive in 2014. The sixth form makes a very strong contribution to the school as a whole. Students provide excellent role models for younger students. They also act as effective ambassadors for the school in the wider community. The majority go on to higher education after leaving Claremont. The headteacher provides excellent leadership to the school. He, alongside other senior and middle leaders, has created a culture where academic success is expected from all students, regardless of ability. The school has maintained consistently impressive levels of achievement over time. Leaders put a very high emphasis both on students achieving well in their courses and on how well students develop as well-rounded young people. The effective governing body holds the school to account robustly for its performance. Students’ spiritual, moral, social and cultural development is very well promoted. Consequently, all groups of students are prepared exceedingly well for the next stage of their education.