|Name||Esher Church School|
|Ofsted Inspection Rating||Good|
|Address||Milbourne Lane, Esher, KT10 9DU|
|Religious Character||Church of England|
|Number of Pupils||375 (50.7% boys 49.3% girls)|
|Number of Pupils per Teacher||21.7|
|Academy Sponsor||Esher Church School|
|Percentage Free School Meals||1.3%|
|Percentage English is Not First Language||5.8%|
|Pupils with SEN Support||7.9%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (08 January 2019)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
Information about this school
This is a larger-than-average-sized primary school. As a school with a distinctive Christian ethos, the school was last subject to an inspection under section 48 of The Education Act 2005 in January 2018. The school converted to academy status in March 2015 and is governed by a single academy trust, Esher Church School Academy Trust. The previous school, Esher Church of England Aided Primary School, was last inspected in December 2007, when the overall effectiveness was judged to be outstanding overall. Most pupils are from White British backgrounds. There are small numbers of pupils from other ethnic backgrounds. The proportion of pupils with SEND is low. The proportion of pupils known to be eligible for free school meals is also low.
Summary of key findings for parents and pupils
This is a good school The headteacher and her leadership team have a clear vision to provide the best possible all-round education for the pupils at the school. Staff work well as a team. Parents are very positive about the caring environment the school provides for their children. Classrooms are happy places. Most pupils are hungry to learn and keen to discover new things about the world around them. The school’s curriculum is a strength. Leaders have ensured that it meets the needs of all pupils well. The extra-curricular offer is particularly strong. Pupils make good progress from their starting points. Over time, outcomes compare well to other schools nationally, especially at the end of key stage 1. The teaching of phonics is a strength and supports pupils well in developing their early reading skills. Children get off to a good start in early years. Most are ready for the challenges of Year 1 when they finish in Reception. Safeguarding is effective. The school has a strong culture of care. Pupils feel safe and free from bullying or any form of harassment. Governors have a good understanding of the strengths of the school. They are reflective about the role that they play in making the school even better. Most pupils behave very well. They are proud of their school and welcoming to visitors. Rates of absence are low. The school provides well for pupils from disadvantaged backgrounds and those with special educational needs and/or disabilities (SEND). Sometimes, teachers’ expectations of pupils’ behaviour and engagement in learning are not as strong as they should be. Leaders’ monitoring of the quality of teaching and learning is not fully effective. Although pupils’ progress in reading and mathematics is strong, their writing skills are not as well developed.