Thamesmead School

Name Thamesmead School
Ofsted Inspection Rating Good
Inspection Date 13 June 2012
Address Manygate Lane, Shepperton, Middlesex, TW17 9EE
Phone Number 01932219400
Type Academy
Age Range 11-16
Religious Character None
Gender Mixed
Number of Pupils 1022 (47% boys 53% girls)
Number of Pupils per Teacher 19.5
Academy Sponsor Thamesmead School
Local Authority Surrey
Percentage Free School Meals 4.1%
Percentage English is Not First Language 4.1%
Persisitent Absence 11.3%
Pupils with SEN Support 11%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available Yes

Information about the school

Thamesmead School is an average-sized secondary school. The proportion of students known to be eligible for free school meals is below average. The majority of students are of White British heritage. The proportion of disabled students and those with special educational needs supported by school action plus or with a statement of special educational needs, is around average. The school has performing arts college status and selects up to a maximum of 10% of admissions on aptitude in performing arts. It has gained various awards relating to its provision, including Investors in Careers Award, Investors in People Award and Sportsmark Award. The school meets the government’s current floor standards, which set the minimum expectations for attainment and progress. The school converted to academy status on 1 August 2011.

Key findings

This is a good school. It is not yet outstanding because teaching, although good overall, is not yet strong enough to ensure that students make rapid and sustained progress across most subject areas. Students’ academic progress is good and in 2011 the proportion of students achieving five or more GCSE results at grade C or higher was above average. While the large majority of students make good or better progress, for a small minority of students progress is no better than satisfactory. This is partly due to students’ insufficiently high aspirations and expectations, which lead to satisfactory engagement in learning. Teaching is good and improving strongly. Most teachers plan lessons which contain a range of activities that engage students and enable them to make good and sometimes outstanding progress. Where teaching remains satisfactory, activities are not always well matched to meet the needs of learners and do not present a high level of challenge sufficiently early during lessons. While there is exemplary practice in assessment and marking, it is not consistent across the school and does not always offer students sufficient guidance on how to improve. Students are courteous to each other and they are welcoming to visitors. The vast majority of students feel very safe at school. Behaviour in the large majority of lessons is good and students demonstrate positive attitudes to learning. The few incidences of low-level disruptive behaviour during lessons are linked to teaching which does not fully engage all students in their learning. Senior leaders and managers communicate high expectations for students to achieve their best. Leaders have an accurate knowledge of the strengths and areas for development related to teaching and there is a determined drive to raise its quality to outstanding. Performance management is robust and ensures accountability.