| Name | Therfield School |
| Website | http://www.therfield.surrey.sch.uk |
| 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. |
| Address | Dilston Road, Leatherhead, KT22 7NZ |
| Phone Number | 01372818123 |
| Type | Academy |
| Age Range | 11-18 |
| Religious Character | Does Not Apply |
| Gender | Mixed |
| Number of Pupils | 902 (57.4% boys 42.6% girls) |
| Number of Pupils per Teacher | 14.5 |
| Academy Sponsor | South East Surrey Schools Education Trust |
| Local Authority | Surrey |
| Percentage Free School Meals | 12.9% |
| Percentage English is Not First Language | 7.2% |
| Persisitent Absence | 16.3% |
| Pupils with SEN Support | 12.4% |
| Catchment Area Indicator Available | Yes |
| Last Distance Offered Available | No |
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Highlights from Latest Full Inspection (28 February 2013)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
Information about this school Therfield is larger than the average-sized 11 to 18 mixed comprehensive school. There are more boys than girls in the school. The school holds specialist status in sports. Nearly all students are of White British heritage. A very small proportion speak English as an additional language. The proportion of students known to be eligible for the pupil premium funding (additional government funding for children in the care of the local authority, students known to be eligible for free school meals and those from service families) is below average. The proportion of disabled students and those with special educational needs who are supported at school action is above the national average. The proportion supported at school action plus or with a statement of special educational needs is below the national average. The school meets the government’s current floor standards, which set the minimum expectations for students’ attainment and progress. The school makes arrangements for a small number of students in Year 10 and 11 to access alternative provision or work-related courses through ‘The Link’, a school-funded facility accommodated off site. Summary of key findings for parents and pupils This is a good school Shared ambitions ensure that governors, senior leaders and middle leaders have high expectations for the school. As a result, the school has made significant improvements since the last inspection. Students do well in their GCSE examinations because there are very good systems in place to check how much progress they are making and because action is taken quickly to support them if they are falling behind. Teaching is typically good and some is outstanding. It has improved since the last inspection because school leaders have taken effective action to tackle any inadequate teaching. Students’ behaviour in lessons and around the school is good. They are polite and respectful and feel safe. The number of exclusions has fallen significantly and attendance has improved since the last inspection. There are many opportunities for students to attend clubs and extra classes. The focus on providing opportunities for students to develop their leadership skills has enabled the school to develop good links with the community, local businesses and other schools. The sixth form is good. Students are well taught and make good progress from their starting points to achieve well. It is not yet an outstanding school because : Achievement is not yet outstanding because : students’ progress and attendance in the sixth form are not checked as well as in the rest of the school. Data is not used sufficiently well to cater for the needs of all students in the sixth form. The quality of teaching is not yet outstanding because marking and feedback are not used consistently to help students to improve their work, and some activities are not matched sufficiently well to the needs of every student in the class. |
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