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Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Guru Gobind Singh Khalsa College.
| Name | Guru Gobind Singh Khalsa College | ||
| Website | http://www.ggskcollege.co.uk | ||
| Inspections |
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| Headteacher | Mr A S Toor | ||
| Address | Roding Lane, Chigwell, IG7 6BQ | ||
| Phone Number | 02085599160 | ||
| Phase | Independent | ||
| Type | Other independent school | ||
| Age Range | 3-19 | ||
| Religious Character | None | ||
| Gender | Mixed | ||
| Number of Pupils | 183 (61.3% boys 38.7% girls) | ||
| Local Authority | Essex | ||
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What is it like to attend this school? Pupils enjoy learning at Guru Gobind Singh Khalsa College. A representative comment from a Year 5 pupil was: ‘It’s fun being in this school because you can make friends and learn new things.’ The school is a friendly community. Pupils are welcoming, polite and courteous. Pupils’ behaviour is positive. Pupils and students told inspectors that there was almost no bullying, because the school is like a family. Leaders place a high priority on pupils’ spiritual, moral, social and cultural development. Pupils celebrate and respect religious traditions including Sikh, Hindu, Muslim and Christian. Leaders ensure that pupils have a good understanding of how to be a responsible citizen in modern Britain. The school has improved strongly over the last two years. When asked what has changed the most, pupils’ respond with ‘safety’. Pupils feel safe because of the physical improvements in the buildings and security around the site. Parents and carers agree. Pupils are well prepared for the next stage of their education, whether this is at age 11, 16 or 18. When new pupils join the school, these pupils settle quickly. What does the school do well and what does it need to do better? Since the previous standard inspection, the school has improved strongly. There are clearer roles and responsibilities for the leadership team. Leaders such as the head of primary, the special educational needs coordinator and the head of sixth form regularly check that the quality of teaching and support for pupils’ well-being consistently meet the now high expectations. Early Years has improved and is now good. Children quickly learn to read and write. Children enjoy the many learning activities they experience. Adults plan effective activities using the outdoor area that help children make rapid gains in speaking and listening. Relationships are kind and respectful, and children play well together. All the expected areas for learning are well established. Adults have high expectations for children and provide high-quality activities. However, the curriculum expectations as pupils move into key stage 1 are not as well developed, and do not build as quickly on this strong start. Pupils present their work well, completing tasks to the best of their ability. Pupils with special educational needs and/or disabilities (SEND) access the curriculum well and, where required, are provided with additional support or activities that match their needs. By the end of the primary stage, the quality of most pupils’ work in science and mathematics is exceptional. Pupils read often. Books are matched appropriately for the youngest readers to learn quickly. Leaders check how well pupils read and put in additional help and support where needed. This is proving effective for the few that need help to catch up in their reading skills. There has been less emphasis on developing pupils’ enjoyment of reading in the school. Pupils say that they tend to enjoy books that are largely from home rather than the school. Leaders are reviewing the content of the curriculum for English to increase the types of books on offer. Teachers use ongoing assessment to adapt their curriculum plans and ensure that pupils continue to learn and remember more of what has been taught. Leaders are considerate of pupils’ own well-being. At GCSE and in the sixth form, learners achieve well, especially in mathematics and science. Teachers have good subject knowledge. Typically, they explain things well to pupils. Pupils are happy to ask for extra help when they need it, and teachers are quick to provide this additional support. However, pupils are less confident in working things out for themselves. Sixth-form students are less prepared for subjects that need an element of independent research or discussion. The secondary curriculum prepares pupils well for future success. Leaders have recently introduced a programme of careers education and guidance, based on the government’s expectations. Leaders help sixth-form students think carefully about subject choices. Pupils know about a wide range of career opportunities, including university courses and apprenticeships. The school meets all the independent school standards and complies with schedule 10 of the Equality Act 2010. Trustees and leaders now have a better understanding of the independent school standards related to the health and safety requirements in the school. They have systems and procedures in place to check and respond swiftly to health and safety and safeguarding concerns. It is less clear how trustees hold the school to account for the quality of education. Trustees have commissioned external consultants through a local authority to help support this work. Safeguarding The arrangements for safeguarding are effective. Since the previous full inspections, there have been many improvements to the buildings, creating a safe environment. The external fencing and gates have been made secure. There are effective signing-in procedures. Pupils and staff feel safer because of these improvements and the requirement for everyone on site to carry identification. There are now robust systems in place to ensure that pupils are safe. These include secure procedures to check the suitability of staff who work at the school. Staff are trained regularly in how to keep pupils safe. They are alert to any signs that pupils are at risk of harm. Leaders know the pupils and their families well. They follow up and check on the actions of external agencies when any reports are made. What does the school need to do to improve? (Information for the school and proprietor) Children are now achieving well in early years across a wide range of areas. This prepares them well for Year 1. Teachers in key stage 1 should recognise this in planning a curriculum that has higher expectations of what pupils know and are able to do. . Children in the early years and in key stage 1 learn to read quickly. Teachers are good at teaching the skills of reading. Pupils are less enthused about school books than those they read at home. Leaders should ensure that they continue to refine the reading curriculum so that the books and literature that are provided to pupils encourage an even greater love of reading. . Trustees are better than at previous inspections at checking health and safety, safeguarding and recruitment of staff. They understand the requirements of the independent school standards and have more structures and systems in place to ensure that the standards are met consistently. They should bring the same rigour to checking the quality of education. |
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