Esher Church of England High School

About Esher Church of England High School Browse Features

Esher Church of England High School


Name Esher Church of England High School
Website http://www.esherhigh.surrey.sch.uk
Ofsted Inspection Rating Good
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Inspection Date 12 June 2013
Address More Lane, Esher, KT10 8AP
Phone Number 01372468068
Type Academy
Age Range 11-16
Religious Character Church of England
Gender Mixed
Number of Pupils 1154 (50% boys 50% girls)
Number of Pupils per Teacher 17
Academy Sponsor Esher Learning Trust
Local Authority Surrey
Percentage Free School Meals 8.9%
Percentage English is Not First Language 7.9%
Persisitent Absence 11.7%
Pupils with SEN Support 7.4%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No
Highlights from Latest Inspection:

information about their prior attainment to

plan activities that challenge students of all abilities. Senior leaders and the governing body consistently communicate high expectations and ambition. Many leaders are of a high calibre. Staff are proud to work at the school and are passionate about improving outcomes for all students. Professional development opportunities in the school are of a consistently high quality. Students’ behaviour and attitudes to learning are outstanding. Their spiritual, moral, social and cultural development is excellent. Support for individual students’ needs is exemplary. It is not yet an outstanding school because : The progress made by higher and lower ability students is slower than for other students overall. The quality of teaching varies across subjects. Some teachers do not yet make sufficient use of information about students’ prior attainment to plan and teach lessons that fully challenge students of all abilities. Some leaders do not evaluate precisely the impact of the school’s actions on outcomes for different groups of students.

Summary of key findings for parents and pupils

This is a good school. Students achieve well and make good progress in their learning. In 2013, the school achieved its best ever results. Teaching is good. Teachers’ subject knowledge is universally strong. Teachers plan lessons that are organised, well resourced and often innovative. In the best lessons, students make rapid progress and show a real thirst for knowledge because teachers make very effective use of information about their prior attainment to plan activities that challenge students of all abilities. Senior leaders and the governing body consistently communicate high expectations and ambition. Many leaders are of a high calibre. Staff are proud to work at the school and are passionate about improving outcomes for all students. Professional development opportunities in the school are of a consistently high quality. Students’ behaviour and attitudes to learning are outstanding. Their spiritual, moral, social and cultural development is excellent. Support for individual students’ needs is exemplary. It is not yet an outstanding school because : The progress made by higher and lower ability students is slower than for other students overall. The quality of teaching varies across subjects. Some teachers do not yet make sufficient use of information about students’ prior attainment to plan and teach lessons that fully challenge students of all abilities. Some leaders do not evaluate precisely the impact of the school’s actions on outcomes for different groups of students.