Glenthorne High School
phone: 020 86446307
headteacher: Mr Stephen Hume
1287 pupils capacity: 112% full
695 boys 48%
760 girls 52%
Last updated: June 24, 2014
Secondary — Academy Converter
- Education phase
- Establishment type
- Academy Converter
- Establishment #
- Open date
- July 1, 2011
- Reason open
- Academy Converter
- OSGB coordinates
- Easting: 525279, Northing: 166203
- GPS coordinates
- Latitude: 51.381, Longitude: -0.20122
- Accepting pupils
- 11—18 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- May 30, 2012
- Region › Const. › Ward
- London › Sutton and Cheam › Stonecot
- Urban > 10k - less sparse
- Admissions policy
- Main specialism
- Arts (Operational)
- SEN priorities
- ASD - Autistic Spectrum Disorder
- Sixth form
- Has a sixth form
- Free school meals %
- Trust school
- Is supported by a Trust
- Learning provider ref #
- Glenthorne High School SM39PS
- 0.2 miles Abbey Primary School SM46NY (464 pupils)
- 0.3 miles The Anchor School SM13HH
- 0.6 miles Brookfield Primary School SM39LY (349 pupils)
- 0.6 miles Westbourne Primary School SM12NT
- 0.6 miles Westbourne Primary School SM12NT (473 pupils)
- 0.7 miles Cheam Park Farm Infants' School SM39UU
- 0.7 miles All Saints Benhilton CofE Primary School SM13DA (347 pupils)
- 0.7 miles The Smart Centre SM46PT (26 pupils)
- 0.7 miles Cheam Park Farm Infants School SM39UU (367 pupils)
- 0.8 miles Malmesbury First School SM46HG
- 0.8 miles Morden Primary School SM45PX (249 pupils)
- 0.8 miles Malmesbury Middle School SM46HG
- 0.8 miles Cheam Park Farm Junior School SM39UE
- 0.8 miles Greenshaw High School SM13DY
- 0.8 miles Malmesbury County Middle School SM46HG
- 0.8 miles Malmesbury Primary School SM46HG (486 pupils)
- 0.8 miles Cheam Park Farm Junior School SM39UE (418 pupils)
- 0.8 miles Greenshaw High School SM13DY (1670 pupils)
- 0.9 miles Tweeddale Infants' School SM51SR
- 0.9 miles St Cecilia's Catholic Primary School SM39DL (489 pupils)
- 0.9 miles Merton College SM45QX
- 1 mile Hatfeild Primary School SM44SJ (473 pupils)
- 1 mile Tudor First School SM44QU
|Inspection date(s)||30–31 May 2012|
Glenthorne High School
|Unique reference number||136914|
|Inspection dates||30–31 May 2012|
|Lead inspector||Sarah Hill|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Academy converter|
|Age range of pupils||11–18|
|Gender of pupils||Mixed|
|Gender of pupils in the sixth form||Mixed|
|Nu mber of pupils on the school roll||1338|
|Of which, number on roll in the sixth form||271|
|Appropriate authority||The governing body|
|Date of previous school inspection||15 November 2006|
|School address||Sutton Common Road|
|Telephone number||020 86446307|
|Fax number||020 86418725|
You can use Parent View to give Ofsted your opinion on your child’s school.
Ofsted will use the information parents and carers provide when deciding
which schools to inspect and whe n.
You can also use Parent View to find out what other parents and carers think
about schools in England. You can visit www.parentview.ofsted.gov.uk, or
look for the link on the main Ofsted website: www.ofsted.gov.uk
|Sarah Hill||Additional Inspector|
|Desmond Dunne||Additional Inspector|
|David Gutmann||Additional Inspector|
|Helen Neal||Additional Inspector|
|Roger Parry||Additional Inspector|
This inspection was carried out with two days' notice. Inspectors observed 44 lessons
taught by 43 teachers, five of which were joint observations with the school’s senior
leaders. Meetings were held with the school’s senior and middle leaders, seven
groups of students and members of the governing body. Inspectors took account of
the responses to the online questionnaire (Parent View) in planning the inspection.
They observed the school’s work, and looked at current data on students’
performance, planning documents and students’ work. In addition, inspectors
scrutinised the safeguarding, attendance and behaviour records. They analysed the
428 questionnaires received from parents and carers.
Information about the school
Glenthorne High is larger than the average-sized secondary school. The proportion of
students known to be eligible for free school meals is below average. The majority of
students are White British. A smaller than average proportion of students are from
minority ethnic backgrounds. Compared to the national average, a small minority of
students speak English as an additional language. The proportion of disabled
students or those with special educational needs, who are supported by school action
plus, or with a statement of special educational needs, is in line with the national
average. The school has designated specialist provision for students with autistic
spectrum disorder. The percentage of students entering and leaving the school at
other than the conventional times is lower than seen nationally.
The school meets the government’s current floor standards which set the minimum
expectations for students’ attainment and progress. Glenthorne High has specialist
status in performing arts. It holds a number of awards including Artsmark Gold,
Sportsmark, Investors in People Gold and the NACE Challenge Award. The school
was a designated Training School until the programme ended in March 2012.
|Achievement of pupils||1|
|Quality of teaching||1|
|Behaviour and safety of pupils||1|
|Leadership and management||1|
- This is an outstanding school. It has improved significantly across all aspects of
its work since its last inspection, including improving the quality of the sixth
form which is good. Illustrative of the high regard with which parents and
carers hold the school is the comment, ‘We feel we could not have chosen a
better school for his education, and also for the recreational and social
opportunities it has given.’
- Students’ achievement is outstanding. Students make exceptionally rapid and
sustained progress, including disabled students and those with special
educational needs. Students join the school with attainment which is average
and leave Year 11 with attainment that is well above average. Although
students’ skills in extended writing are not as strong as their other literacy skills,
together with their excellent numeracy skills and high self-esteem, students
achieve highly. Progress of students in the sixth form is good.
- The quality of teaching is outstanding. Both students and their parents and
carers recognise this. It is continuously improving due to the school’s robust
management of teachers’ performance underpinned by precisely tailored
training that successfully improves teachers’ teaching skills. Students’ social,
moral, spiritual and cultural development is exceptional.
- Students are exceptionally courteous, showing respect for each other and for
adults. There is a calm and purposeful atmosphere throughout the school.
Students say that they feel very safe, and their parents and carers agree. High
attendance is a reflection of students’ keen attitudes to their learning and
enjoyment of school. Behaviour and safety at the school are outstanding.
- High expectations pervade the school, giving a clear message that only the best
is good enough. The drive and ambitious leadership of the governing body and
headteacher provide a strong and decisive vision for the standards expected of
students and staff. The curriculum flexibly meets the specific needs of all
What does the school need to do to improve further?
- Incorporate into the school’s effective actions to raise all students’ literacy skills,
the systematic development of students’ extended writing to support their
progression from Key Stage 3 to the highest levels of attainment in their A-level
Achievement of pupils
Students of all abilities make exceptional progress from joining the school with
attainment which is broadly average. They are eager and resilient learners who
participate enthusiastically in the many opportunities provided both in and beyond
the classroom. Their attainment at the end of Year 11 is very high, exceptionally so
in mathematics. Students’ progress is outstanding. Questionnaire responses show
that parents and carers strongly agree that their children make good or better
The headteacher and senior leaders’ forensic approach to tracking each student’s
attainment and progress ensures that no student is left behind. Informed
interventions, tailored to students’ particular needs, are robustly monitored. All
groups represented in the school achieve exceptionally well with disabled students
and those with special educational needs making equally strong progress. Students
display outstanding standards of numeracy and good standards of literacy, including
their reading in lessons. Nevertheless, opportunities for extended writing are under
developed hindering some students’ access to the highest A -level grades. Sixth form
students attain well and their achievement is good overall. Progress for some is
slower in the second, than first, year of study. This variation is appropriately the
focus for further school improvement. As a result of the good quality guidance and
education, students advance appropriately to work, apprenticeships and higher
Students recognise the high expectations set for their achievements and they have
equally high expectations of themselves. All their time in lessons is focused on
learning and progress, with students of all abilities confidently applying their skills
and knowledge to new tasks. In an outstanding mathematics lesson, lower ability
students explored their misconceptions with the teacher and each other. Students,
equipped with whiteboards, willingly shared their explanations with the whole class
who were keen to listen, recognising it assisted them in deepening their
understanding of algebra. They proceeded with an assured self-reliance, airing any
misconceptions with their partner. All students made exceptionally rapid progress in
completing increasingly complex algebraic expressions.
Similarly, mature attitudes to learning led to outstanding progress in a Year 10
English lesson. Students selected a poem of their choice to compare with their
current study of Romeo and Juliet, Act 3, Scene 5. Students used technically rich
language in their discussion before sharing short, astutely detailed, rationales for
their exacting comparisons. They showed an immense understanding of the texts
when asking searching questions to secure even higher levels of insight.
Quality of teaching
Teaching across the school is outstanding. Almost every parent and carer endorses
this. ‘I really can’t praise the school enough for their excellent teaching providing
wonderful opportunities both in and out of school.’ This is a comment which
summarises the views of many. Students hold a similarly high opinion.
All lessons progress at an appropriately brisk pace, with students highly engaged in
their learning. Teachers share high expectations and use skilfully focused questioning
to ensure students think deeply and develop self-assessment skills against carefully
articulated criteria. The provision for disabled students and those with special
educational needs is outstanding. Personalised intervention programmes for students
of all abilities incorporate relevant actions to ensure all students can appropriately
access the curriculum. Together with teaching which is highly effective, this ensures
that standards for all students are high.
In half of the lessons observed, teaching was judged outstanding. Teachers’
excellent subject knowledge was enthusiastically applied to well-structured lessons
which met the specific needs and capabilities of all students. Year 10 students were
observed learning to transform sine and cosine graphs. The teacher’s use of
progressive graphical activities, sensitively interspersed with judicious dialogue and
opportunities to reflect on the creativity of the process, deepened students’
understanding step by step. The balance of individual and paired work gave students
the confidence to apply their skills and knowledge successfully to these higher-order
mathematical concepts. A teacher’s challenging questioning during a Year 8 physical
education lesson led students to an unambiguous understanding of the assessment
criteria. Students’ use of video supported their accurate assessment of the standards
reached and led to rapid understanding of the precise steps needed to progress
The school provides exceptional support for students’ literacy development with the
school’s specialism used to develop students’ speaking skills very effectively.
Application of early literacy interventions, specific reading programmes and
opportunities in lessons for all students to develop their reading and subject-specific
language are routine.
Students appreciate teachers’ marking and their precise subject-specific feedback.
Where assessment is strongest, students value the opportunities to complete, or re-
shape, tasks, with two-way dialogue between themselves and the teacher about their
amendments. Homework is a strong feature of students’ studies and makes an
important contribution to enriching learning.
Behaviour and safety of pupils
In this inclusive and harmonious community, students are supported outstandingly
well. Students feel extremely safe. A Year 10 student typified the comments of many
by saying, ‘We feel very safe, there are always teachers watching over us, in a good
way.’ Their parents’ and carers’ responses endorse this very strongly. Students have
a perceptive understanding of potential risks as well as different types of bullying
such as homophobic, sexist and cyber bullying. Bullying is rare but when it does
occur students are adamant that it is dealt with effectively.
Movement around the school is calm and well mannered and good relationships are
evident. Staff supervision is unobtrusive including during lesson changeovers when
students’ punctuality to lessons is exemplary. Students manage their behaviour very
well and are supportive in managing the behaviour of others. The school is a
cohesive community where students’ views are valued by other students and by
staff. The formal communication channels such as the school council and head
student roles add to the purposeful atmosphere.
The school has well established routines for managing behaviour, including a strong
emphasis on rewarding students for their achievements. Exclusions have been
reduced; internal exclusion from lessons is very rare. Attendance is high and lateness
almost eradicated. Students, including sixth formers, enjoy school. They value the
wide range of opportunities and feel very well supported by the staff. When speaking
with students, inspectors probed the view expressed by a small minority of parents
and carers that lessons are disturbed by bad behaviour. Students explained that low-
level disruption is very rare and, if it occurs, it is more likely in lower year groups. In
their view, teachers deal with it quickly and effectively and their learning is not
disturbed. Inspectors observed exemplary behaviour in lessons. Inspection evidence
confirms that behaviour is typically outstanding and this is a contributory factor to
students’ high attainment and their outstanding progress.
Leadership and management
The governing body and headteacher are highly successful in their relentless drive
for realising the highest academic standards for each student. The school’s aim of
‘achievement for all’ is alive in the school’s distinctly effective planning and actions.
These have brought about Glenthorne’s very inclusive environment, where success is
conspicuous and valued by students, parents, carers and staff alike. Leaders’
rigorous approach to underperformance results in rapid and effective interventions.
This is sharply evident in the school’s approach to promoting equality and tackling
discrimination when successfully closing the slight attainment gap between boys and
girls at Key Stage 4.
The governing body, headteacher and senior leaders act on their shared conviction
that complacency has no place at Glenthorne. To ensure this is a reality, governors
hold the school’s senior leaders robustly to account and leaders at all levels skilfully
monitor and evaluate all aspects of the school’s work. The dynamic system for staff
performance management is focused on continuously improving the quality of
teaching and learning. Teachers value the personalised pathways for individuals to
improve their teaching and wide range of activities to further develop the skills of
The broad, balanced and vibrant curriculum is effectively refined annually. It meets
the needs of differing groups within the school exceptionally well, providing varying
progression paths to the sixth form and beyond. The innovative golf, football, music
and drama sixth form academies, and local further education college partnership,
provide appropriate specialist opportunities. Glenthorne’s arts specialism drives
students’ spiritual, moral, social and cultural development with a rich balance of
enrichment activities, community performances and opportunities for reflective
discussion across all aspects of the curriculum. The annual Challenge Week supports
these key aspects of students’ development very effectively.
The school has an excellent capacity to keep its momentum of continuous
improvement while maintaining its local prominence for training and development of
the teaching profession. Inspectors found that appropriate safeguarding
arrangements are in place and they meet current statutory requirements.
What inspection judgements mean
|Grade 1||Outstanding||These features are highly effective. An outstanding |
school provides exceptionally well for all its pupils’ needs.
|Grade 2||Good||These are very positive features of a school. A school |
that is good is serving its pupils well.
|Grade 3||Satisfactory||These features are of reasonable quality. A satisfactory |
school is providing adequately for its pupils.
|Grade 4||Inadequate||These features are not of an acceptable standard. An |
inadequate school needs to make significant
improvement in order to meet the needs of its pupils.
Ofsted inspectors will make further visits until it
Overall effectiveness of schools
|Overall effectiveness judgement (percentage of schools)|
|Type of school||Outstanding||Good||Satisfactory||Inadequate|
|Pupil referral |
New school inspection arrangements have been introduced from 1 January 2012. This means that
inspectors make judgements that were not made previously.
The data in the table above are for the period 1 September to 31 December 2011 and represent
judgements that were made under the school inspection arrangements that were introduced on 1
September 2009. These data are consistent with the latest published official statistics about
maintained school inspection outcomes (see www.ofsted.gov.uk).
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Primary schools include primary academy converters. Secondary schools include secondary academy
converters, sponsor-led academies and city technology colleges. Special schools include special
academy converters and non-maintained special schools.
Percentages are rounded and do not always add exactly to 100.
Common terminology used by inspectors
Achievement: the progress and success of a pupil in their
learning and development taking account of their
Attainment: the standard of the pupils’ work shown by test and
examination results and in lessons.
Attendance the regular attendance of pupils at school and in
lessons, taking into account the school’s efforts to
encourage good attendance.
Behaviour how well pupils behave in lessons, with emphasis
on their attitude to learning. Pupils’ punctuality to
lessons and their conduct around the school.
Capacity to improve: the proven ability of the school to continue
improving based on its self-evaluation and what
the school has accomplished so far and on the
quality of its systems to maintain improvement.
Floor standards the national minimum expectation of attainment
and progression measures.
Leadership and management: the contribution of all the staff with responsibilities,
not just the governors and headteacher, to
identifying priorities, directing and motivating staff
and running the school.
Learning: how well pupils acquire knowledge, develop their
understanding, learn and practise skills and are
developing their competence as learners.
Overall effectiveness: inspectors form a judgement on a school’s overall
effectiveness based on the findings from their
inspection of the school.
Progress: the rate at which pupils are learning in lessons and
over longer periods of time. It is often measured
by comparing the pupils’ attainment at the end of a
key stage with their attainment when they started.
Safety how safe pupils are in school, including in lessons;
and their understanding of risks. Pupils’ freedom
from bullying and harassment. How well the school
promotes safety, for example e-learning.
1 June 2012
Inspection of Glenthorne High School, Sutton SM3 9PS
Thank you for the courteous welcome you gave us when inspectors visited your
school. We enjoyed meeting and talking with you, listening to your views and being
part of your lessons.
We judged your school to be outstanding. Your headteacher and other leaders are
continuously improving the school for you and effectively supporting you all to do
exceptionally well since joining the school in Year 7. As a result, standards have risen
year on year and you make swift and sustained progress. Your examination results at
the end of Year 11 are much higher than most students nationally.
You told us that you thought the teaching in the school is usually very good and that
you value the detailed marking and feedback you get from teachers. We agree with
you and could see how the very high quality of teaching and your teachers’
assessment make significant contributions to your rapid progress.
Those of you in the sixth form make good progress overall by the end of your
studies, although your performance is stronger in your first year. The school has
detailed plans to support you to make, at least, equally strong progress during your
final year of sixth form study.
We have asked the headteacher and governors to make sure that teachers build on
the exceptional support you have received to develop your levels of literacy by
involving you all in the systematic development of your writing across the curriculum.
This is to support you to attain the very highest standards in assessments and
examinations when you are required to write extended responses, particularly in your
On behalf of the inspection team, I wish you the very best for the future.