Wallington County Grammar School

About Wallington County Grammar School Browse Features

Wallington County Grammar School

Name Wallington County Grammar School
Website http://www.wcgs-sutton.co.uk
Ofsted Inspection Rating Outstanding
Address Croydon Road, Wallington, SM6 7PH
Phone Number 02086472235
Type Academy
Age Range 11-18
Religious Character None
Gender Boys
Number of Pupils 1108 (95% boys 5% girls)
Number of Pupils per Teacher 17.9
Academy Sponsor Folio Education Trust
Local Authority Sutton
Percentage Free School Meals 4.1%
Percentage English is Not First Language 37.5%
Persistent Absence 4.1%
Pupils with SEN Support 1.4%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (17 January 2017)
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

The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. Since the last inspection the school has joined the Folio Education Trust. Wallington County Grammar School is currently the only school within the trust. The school is part of the Sutton Secondary Teaching Schools Alliance which includes school centred initial teacher training (SCITT). The school also delivers the National Professional Qualification for Senior Leadership on behalf of the National College of Teaching and Leadership. The proportion of disadvantaged pupils and pupils who have special educational needs and/or disabilities is lower than average. No pupils have education, health and care plans. The proportion of pupils from minority ethnic backgrounds is well above the national average as is the proportion of pupils who speak English as an additional language. The school does not currently use any alternative provision. The school meets the government’s minimum expectations for the performance of secondary schools.

Summary of key findings for parents and pupils

This is an outstanding school Since the last inspection the executive headteacher and head of school have led a highly committed and skilled team in continuing to drive improvements in teaching and learning. Consequently, pupils at this school are confident and successful learners. Teachers here are leaders of learning. They benefit from highly effective and individualised training which improves pupils’ learning. Pupils recognise that teachers go the extra mile to help them achieve their lofty ambitions. Progress is rapid across year groups and subjects. Pupils hit the ground running when they join the school making excellent progress, including the small proportion of disadvantaged pupils. Teachers use their strong subject knowledge alongside well-planned activities to challenge pupils. Teachers use assessment and feedback strategies very well to secure pupils’ learning. Staff use their highly accurate view of pupils’ progress to good effect. Governors are astute and challenging, and are dedicated to supporting pupils’ all-round development. Through the new multi-academy trust they continue to hold leaders to account effectively. Students in the sixth form are excellent role models. They willingly take on positions of responsibility which sets a positive trend for pupils throughout the school. The ‘co-curriculum’ affords pupils opportunities to shine outside of their academic subjects. Enrichment activities are highly prized by staff and pupils alike. They are carefully monitored so that everyone gets a chance to benefit. Pupils’ spiritual, moral, cultural and social development is secured through the wider curriculum. Teachers incorporate opportunities for pupils to reflect and debate in lessons. Pupils develop the skills and values needed in order to be successful in modern Britain. Pupils who have special educational needs and/or disabilities are closely monitored by a skilled team. Pupils make increasingly swift progress from their starting points as teachers develop strategies to meet pupils’ needs well. Safeguarding arrangements are effective. Leaders robustly ensure that policy and practice support pupils’ welfare. Staff attention to detail when responding to concerns, and leaders’ sensitivity to emerging priorities, such as e-safety, are exemplary.