Tennis Avenue School

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About Tennis Avenue School

Name Tennis Avenue School
Ofsted Inspections
Principal Ilge Alpay
Address Manor Park, Malden Road, Surrey, KT3 6AU
Phone Number 02089427583
Phase Independent
Type Other independent school
Age Range 8-16
Religious Character Not applicable
Gender Mixed
Number of Pupils 13 (69.2% boys 30.8% girls)
Local Authority Kingston upon Thames

What is it like to attend this school?

Leaders encourage pupils to strive for excellence and show resilience. This is in regard to tennis and to the academic curriculum. Pupils take part in weekly mental fitness sessions where they are encouraged to develop characteristics such as perseverance. Pupils are happy in school. They share a common passion for playing tennis and regularly support each other to do their best.

Pupils behave well. They are focused and attentive during lessons. At breaktimes, pupils get along well and no one is left out. If any bullying or other problems arise, leaders manage these appropriately. Pupils are safe in school. Leaders and staff foster trusting relationships with pupils. Pupils said they feel confident to raise any issues with school staff.

Leaders are ambitious for what pupils can achieve both on the tennis court and within the subjects that pupils study. Pupils typically achieve well in these subjects. However, the subjects offered currently do not match the breadth of the national curriculum or the independent school standards.

What does the school do well and what does it need to do better?

Leaders aim to find a balance between academic subjects and specialist tennis provision. As a result, the curriculum breadth is narrowed and provides limited coverage in some subjects. Human and social education is focused on history. The curriculum does not meet the ambition of the national curriculum. This is in part because geography experience is limited to visits to countries during tennis tournaments. In addition, the school’s aesthetic and creative education does not provide coverage to allow pupils to reach an appropriate level of understanding. For example, pupils draw when they create posters in English lessons and sing songs in languages lessons. However, this does not enable them to build cumulative aesthetic and creative knowledge and skills over time.

In the subjects studied, teachers deliver the school’s intended subject content. Leaders and teachers have secure subject knowledge. They think about what pupils need to know and remember. Leaders sequence content so that pupils build strong knowledge over time. Leaders and teachers provide opportunities for pupils to recall knowledge from previous lessons. They check that pupils remember what they learned previously. They use this assessment information to decide what to teach next and to see whether any pupils need extra help.

Leaders and teachers give additional support to selected pupils. Sometimes, this includes teaching content in advance so that pupils can keep up during lessons. Leaders work jointly with parents and carers to find suitable ways to support pupils. Where necessary, leaders seek advice from external professionals to help them identify what help pupils need.

Pupils read every morning in class. They borrow from the small book collection in school or bring their own reading books. Leaders check that pupils get better at reading. Pupils understand why reading is important. They spoke about why reading is an important part of school and daily life.

Pupils are attentive and behave well. Pupils said that playing tennis regularly helps them to stay motivated. Pupils know the school’s routines and expectations. They are punctual and settle to learning quickly.

During international tournaments, leaders take pupils to visit museums and galleries in different countries. Some trips were paused during the COVID-19 pandemic. Leaders plan for these to resume soon. The PSHE programme meets requirements and is designed to support pupils to learn about life in modern Britain. Pupils are taught about parliament and politics. They enjoy learning about diversity and difference. Pupils also have opportunities to discuss current affairs and topical issues at lunchtimes. Leaders provide pupils with appropriate careers education information, advice and guidance.

The proprietor, chair of governors and headteacher work closely together to lead the school. They regularly meet to make strategic decisions. Leaders ensure that the school complies with schedule 10 of the Equality Act 2010. Leaders have not ensured that the curriculum is broad. Therefore, they have not ensured that the independent school standards are met in full. The proprietor, chair of governors and headteacher have the capacity to correct the unmet standards. Leaders have positive relationships with parents and school staff. School staff appreciate that leaders are considerate of their workload and well-being when making decisions.


The arrangements for safeguarding are effective.

Leaders have thorough safeguarding arrangements. Leaders make sure staff have up-to-date training. Leaders expect staff to complete more in-depth training than is required. Leaders work with external safeguarding partners to seek advice and guidance. Leaders provide information to parents on matters regarding pupil welfare and online safety.

Leaders provide information for pupils on how to keep safe. For example, pupils took part in a workshop delivered by the police on keeping safe in the local area. Pupils are taught about online safety and how to report concerns. The school’s safeguarding policy is on the website.

What does the school need to do to improve?

(Information for the school and proprietor)

The curriculum does not give pupils experience in the full scope of the independent school standards and does not match the ambition and breadth of the national curriculum. Pupils do not learn important knowledge and skills sequentially in all subjects. Leaders must make sure the curriculum is broad and rich and enables pupils to build knowledge and skills across the full range of required subject areas.