|Name||Hinchley Wood School|
|Ofsted Inspection Rating||Outstanding
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||21 September 2011|
|Address||Claygate Lane, Hinchley Wood, Esher, KT10 0AQ|
|Number of Pupils||1387 (53% boys 47% girls)|
|Number of Pupils per Teacher||17.6|
|Academy Sponsor||Hinchley Wood Learning Partnership|
|Percentage Free School Meals||5.2%|
|Percentage English is Not First Language||6.9%|
|Pupils with SEN Support||4.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Highlights from Latest Inspection:
Information about the school
Hinchley Wood School is a large secondary school with specialist status in music and is a Trust school. A small number of students have special educational needs and/or disabilities. The number with a statement of special educational needs is also low. Most of these students have moderate learning difficulties, or behavioural, emotional or social difficulties. The vast majority of students are from White British backgrounds. The main ethnic minority group is White European and a much smaller proportion of students are Indian. The number of students at the early stages of speaking English as an additional language is very low. Low numbers of students are known to be eligible for free school meals.
Hinchley Wood School is an outstanding school with a good sixth form. As one parent reported, ‘…the school is a credit to the community and cares about individual children and their happiness’. The students work exceptionally well together in this harmonious and cohesive community and achieve outstanding outcomes. This is as a result of the good teaching they receive, excellent interventions for those who underachieve and a well-structured curriculum with some innovative aspects. Personalised vocational and academic pathways, resulting from the school’s strong partnerships, effectively meet students’ needs and aspirations. The outstanding specialist curriculum in music has had a significant impact on raising achievement. Additionally, excellent care, guidance and support and detailed tracking of students’ progress ensure that all students are on track to achieve their potential. The school excels in its care and education of significant numbers of vulnerable students, including those with special educational needs and/or disabilities. All students feel highly valued and safe. They display courteous and respectful behaviour towards each other and towards adults, demonstrating high levels of maturity and good leadership qualities. This results in exemplary attitudes to learning. When given the opportunities in lessons, many work successfully as independent learners and make outstanding progress. Attendance is high and punctuality excellent, as the vast majority of students are highly motivated and enjoy school greatly. Most teachers take careful note of students’ levels when planning activities and tasks, and this helps ensure that, in the majority of cases, students make good and outstanding progress. This is especially the case in mathematics, music, religious education and science. There are great strengths and some exemplary practice in assessment across all subjects, but also some inconsistency in teachers’ planning of activities and tasks relevant to students’ needs, as well as in the checking of all students’ learning and the quality of feedback on their work. Insufficient account is sometimes taken of the needs of students of higher ability, and in a small minority of cases, those who have special educational needs and/or disabilities. A robust focus on self-evaluation at all levels of the organisation and an ethos of continuous improvement through detailed monitoring of teaching are key factors in the school’s success in raising standards. The headteacher has been inspirational in leading his management team, and is supported very effectively by the strong governing body. This has led to the school fostering a highly positive ethos of behaviour for learning and achievement. This is notably the case in the sixth form, where students’ achievement and the overall effectiveness of the provision at the time of the last inspection were satisfactory, but are now good. Changes in key staff, although having a positive impact on standards, have very recently taken place, and are yet to become embedded. Consequently, the school’s capacity to improve at this stage is good.