|Ofsted Inspection Rating||Outstanding|
|Inspection Date||03 May 2017|
|Address||White Horse Drive, Epsom, KT18 7NQ|
|Number of Pupils||1437 (100% girls)|
|Number of Pupils per Teacher||19.3|
|Academy Sponsor||Glf Schools|
|Percentage Free School Meals||3.7%|
|Percentage English is Not First Language||11.1%|
|Pupils with SEN Support||4.1%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Highlights from Latest Inspection:
Information about this school
The school complies with Department for Education guidance on what academies should publish. Rosebery School is a larger-than-average comprehensive school for girls. The school converted to academy status in December 2011. Around three quarters of pupils are of White British heritage, while the remaining 25% of pupils represent a wide variety of ethnic backgrounds. The proportion of pupils supported by the pupil premium is much lower than the national average. The proportion of pupils who have special educational needs and/or disabilities is also much lower than the national average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress. A very small number of pupils attend alternative provision with a range of local providers, including St Peter’s Teaching Centre and Access to Education (A2E).
Summary of key findings for parents and pupils
This is an outstanding school The headteacher has an exceptionally clear and compelling vision for the school which is shared by staff, parents and pupils alike. She inspires all in the school community to try their very best, seize every opportunity and excel in all that they do. Leaders at all levels are passionate about the school and ambitious for the success of all pupils. They make rigorous checks on pupils’ progress and provide highly effective challenge and support to teachers. Pupils achieve exceptionally strong outcomes in all year groups and in all subjects as a result of consistently inspirational teaching. Disadvantaged pupils, the most able and those who have special educational needs and/or disabilities also do exceptionally well because : teaching meets their individual needs precisely. Teachers use their expert subject knowledge to plan exciting activities that motivate and enthuse pupils to do their very best. Teachers’ skilful use of questioning and clear explanations are highly effective in helping pupils to master challenging concepts. Pupils’ behaviour and attitudes to learning are exemplary. They are rightly proud of their school and are unfailingly polite and welcoming to visitors. Pupils firmly reject all forms of discrimination. They celebrate diversity and are kind and thoughtful to others. As a result, pupils in the school are very well prepared for life in modern Britain. There is a strong culture of safeguarding in the school. The warm and nurturing climate enables all pupils to feel safe and to flourish. Students in the sixth form make substantial and sustained progress as a result of the highly effective teaching they receive. They play a leading role in the life of the school and are exceptionally well prepared for their next steps. Governors have a sharp and accurate view of the school’s strengths and weaknesses. They hold leaders to account robustly and they carefully monitor the school’s use of the pupil premium funding. Leaders are aware that a small number of vulnerable pupils did not make enough progress in mathematics in 2016. They are taking effective action to address this.