|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||09 October 2013|
|Address||Brooklands Lane, Weybridge, Surrey, KT13 8UZ|
|Number of Pupils||1240 (53% boys 47% girls)|
|Number of Pupils per Teacher||17.9|
|Academy Sponsor||Elmwey Learning Trust|
|Percentage Free School Meals||4.9%|
|Percentage English is Not First Language||13%|
|Pupils with SEN Support||4.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Heathside School is a larger than average-sized 11–18 mixed comprehensive school. The school has specialisms in technology and languages. The proportion of students eligible for the pupil premium, which provides additional funding for specific groups including looked after children, students known to be eligible for free school meals and children of service families is lower than average. The proportion of disabled students and those with special educational needs supported through school action is also below the national average, as is the proportion of students supported at school action plus or with a statement of special educational needs. There are 24 students eligible for Year 7 catch-up funding, which is for students who did not achieve the expected Level 4 in reading or mathematics at the end of Key Stage 2. The number of students who join or leave the school part way through their education is lower than the national average. Most students are of White British heritage. The proportion of students from minority ethnic groups is in line with national averages, however the number of students who speak English as an additional language is low. A small number of Key Stage 4 students receive part of their education off-site at MIT Skills in West Byfleet. The school exceeds the government’s current floor standards, which set the minimum expectations for students’ attainment and progress.
Summary of key findings for parents and pupils
This is a good school. Students in the school achieve well and make at least good progress from their starting points across all key stages in most subjects. The percentage of students attaining five or more GCSE A* to C grades including English and mathematics increased in 2013 and continues to be higher than the national average. The Principal, senior leaders, subject leaders and governors all share a clear vision for the school and are extremely ambitious for their students to be successful. As a result of their hard work, high standards of achievement and the quality of the teaching have been maintained and there is an increasing proportion of teaching that is outstanding. All groups of students, including those who receive the pupil premium, those who need extra help to catch up, disabled students and those with special educational needs, make at least good progress. Gaps in attainment between different groups of students are now closing rapidly. Behaviour and safety in the school are outstanding. Students agree overwhelmingly that the school is a safe place and also say they are happy there. They express surprise that bullying might take place, but know exactly what to do should it occur. The curriculum is broad and balanced and successfully meets the needs and aspirations of students of all abilities. They value the wide range of enhancement and enrichment opportunities that the school offers them. Students’ spiritual, moral, social and cultural development is supported very effectively and this contributes greatly to their success. The popular sixth form is outstanding. Students make exceptionally good progress from their starting points, due to the broad curriculum offered, very strong teaching and the outstanding care, guidance and support they receive. It is not yet an outstanding school because : Some teachers do not always plan lessons that support students’ individual needs as effectively as they should. In English, not all students make the best possible progress from their starting points.