phone: 020 85421212
headteacher: Mr Alex Williamson
1263 pupils capacity: 96% full
1210 boys 100%
Last updated: June 18, 2014
Secondary — Voluntary Controlled School
- Education phase
- Establishment type
- Voluntary Controlled School
- Establishment #
- OSGB coordinates
- Easting: 524743, Northing: 169223
- GPS coordinates
- Latitude: 51.408, Longitude: -0.20785
- Accepting pupils
- 11—19 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- March 21, 2013
- Region › Const. › Ward
- London › Wimbledon › Merton Park
- Urban > 10k - less sparse
- Admissions policy
- Main specialism
- Maths and Computing (Operational)
- SEN priorities
- SLCN - Speech, language and Communication
- Special classes
- Has Special Classes
- Private Finance Initiative
- Part of PFI
- Sixth form
- Has a sixth form
- Free school meals %
- Learning provider ref #
- 0.3 miles Joseph Hood Primary School SW209NS (286 pupils)
- 0.3 miles Merton Park Primary School SW193HQ (253 pupils)
- 0.4 miles Wimbledon Chase Primary School SW193QB (692 pupils)
- 0.4 miles Wimbledon House School SW193EY
- 0.4 miles Wimbledon Chase County Middle School SW193QB
- 0.4 miles Wimbledon School of Art SW193QA
- 0.4 miles University of the Arts London SW193QA
- 0.5 miles Poplar Primary School SW193JZ (523 pupils)
- 0.5 miles Emmanuel Home School SW193QR
- 0.6 miles Dundonald Primary School SW193QH (284 pupils)
- 0.6 miles Park Community School SM45BY
- 0.7 miles Hall School Wimbledon SW208HF (443 pupils)
- 0.7 miles Pelham Primary School SW191NU (292 pupils)
- 0.7 miles Hillcross Primary School SM44EE (547 pupils)
- 0.7 miles St Mary's Catholic Primary School SW191QL (344 pupils)
- 0.7 miles Hazelhurst School for Girls SW208HF
- 0.7 miles Hillcross County Middle School SM44ED
- 0.7 miles Face Youth Therapeutic School SW191JN (8 pupils)
- 0.8 miles Merton Abbey Primary School SW192JY (316 pupils)
- 0.8 miles Ursuline High School Wimbledon SW208HA (1351 pupils)
- 0.8 miles Ursuline Preparatory School SW208HR (251 pupils)
- 0.8 miles Futures Ahead Pre-Preparatory and Preparatory School SW194ED
- 0.9 miles Donhead Preparatory School SW194ND (313 pupils)
- 1 mile Abbotsbury Primary School SM45JS (454 pupils)
Watery Lane, Merton Park, London, SW20 9AD
|Inspection dates||21–22 March 2013|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Outstanding||1|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| Achievement has risen securely since the |
Students known to be eligible for the pupil
Teaching is now good and improving, with an
previous inspection and the proportion of
boys achieving five good GCSE passes,
including English and mathematics, is
significantly above national averages.
Attainment at the end of Key Stage 4 is
outstanding and students make exceptional
progress from their starting points.
premium make exceptional progress because
of carefully targeted support and the extra
opportunities provided through weekend and
increasing amount which is outstanding.
Teachers’ subject knowledge is secure,
expectations high and relationships
| The boys are proud to be members of the |
The headteacher and senior leaders, including
The sixth form is good. Students are well
school; they feel safe and their behaviour is
considerate and courteous. Internal and
external exclusions have fallen rapidly as a
result of consistent policies and careful
governors, have been successful in their
relentless focus on improving teaching and
raising achievement. Staff morale is high and
parents and carers express confidence in the
leadership and management of the school. The
curriculum and students’ spiritual, moral, social
and cultural development are strengths.
taught and standards are rising as a result of
strong leadership and a focus on tracking and
monitoring. Sixth form students appreciate the
support and advice which they receive.
| Not enough teaching is outstanding to ensure |
Students are not given sufficient
that more-able learners and students in the
sixth form make sufficient progress from their
opportunities to learn on their own and
develop their thinking skills.
| Written feedback for lesson observations and |
Opportunities to develop students’ literacy and
targets for performance management are not
always sufficiently rigorous.
numeracy skills further, across the curriculum,
|Inspection report:||Rutlish School, Error! Reference source not found.21–22 March 2013||2 of 9|
Information about this inspection
- Inspectors observed 48 lessons, of which seven were joint observations carried out with senior
leaders. In addition, the inspection team made a number of shorter visits to lessons as part of
themed learning walks.
- They spoke to groups of students and looked at learners’ work, focusing on achievement,
especially the achievement of students in the sixth form, those known to be eligible for pupil
premium funding and those supported by school action plus or with a statement of special
- Meetings were held with senior leaders, middle leaders, students, members of the governing
body and a representative from the local authority.
- Inspectors analysed 145 responses to the online questionnaire (Parent View) as well as 43
questionnaires returned by members of staff.
- Inspectors looked at a range of documentation, including students’ progress data, performance
management records, lesson observation proforma, safeguarding information, governing body
minutes and case studies of vulnerable students.
|Paul Metcalf, Lead inspector||Additional inspector|
|Mehar Brar||Additional inspector|
|Fatiha Maitland||Additional inspector|
|Joanna Pike||Additional inspector|
|Mark Warren||Additional inspector|
|Inspection report:||Rutlish School, Error! Reference source not found.21–22 March 2013||3 of 9|
Information about this school
- Rutlish School is an above-average-sized secondary school with a specialism in mathematics and
computing. The school shares a joint sixth form with a neighbouring girls’ school on both sites.
The sixth form was opened in 2010.
- Almost a third of students are of White British heritage, with a small but significant number of
Pakistani, Asian and African students. The proportion of students who speak English as an
additional language is well above national averages.
- The proportion of disabled students and those with special educational needs supported by
school action is above national averages. The proportion of students supported by school action
plus or with a statement of special educational needs is in line with national averages. The
majority of these are for behaviour, emotional and social difficulties, specific learning difficulties
and speech, language and communication needs.
- The proportion of students in receipt of the pupil premium, which provides additional
government funding to support pupils known to be eligible for free school meals, children who
are looked after by the local authority and children from service families, is above average.
Currently, there are two children from service families and very few in local authority care.
- Approximately one fifth of Year 7 students are eligible for the catch-up programme for students
who did not achieve the expected level in English at the end of Key Stage 2.
- A small number of students attend alternative provision off-site programmes at the Smart Centre
in Morden and Education Excellence in Croydon.
- The school meets the government’s current floor standards, which set the minimum expectations
for students’ attainment and progress.
What does the school need to do to improve further?
- Increase the proportion of outstanding teaching and raise students’ achievement by:
increasing the level of challenge in lessons for higher-attaining students and sixth form
students so that more of them exceed national expectations
giving students more opportunities to learn on their own and develop their thinking skills
identifying opportunities to strengthen students’ literacy and numeracy skills across all
ensuring that written feedback for lesson observations and targets for performance
management are more rigorous.
|Inspection report:||Rutlish School, Error! Reference source not found.21–22 March 2013||4 of 9|
|The achievement of pupils||is good|
- Students enter the school with levels of attainment which are in line with national averages. By
the end of Year 11, the large majority of students gain five or more good GCSE passes, including
English and mathematics. This has increased dramatically in recent years and the current Year
11 is on track to do even better, representing excellent progress.
- The school’s policy for early entry ensures that all students exceed their targets or they are
required to re-sit their examination. The school uses early entry in English to motivate boys and
encourage them to do well. In mathematics, appropriate bridging courses between GCSE and A
level are offered to those students who complete early.
- Students’ attainment by the end of Year 11 has continued to rise since the previous inspection
and is now significantly above national averages as a result of the better use of data and the
provision of more challenging learning targets. Extending the positive year-on-year profile is the
way forward towards a judgement of ‘outstanding’ for achievement. Underperformance in design
and technology and information and communication technology has been addressed through
additional training and more stable staffing.
- Students make outstanding progress in English and mathematics, as evidenced in the proportion
of students who make good or better progress over time. However, according to published data,
more-able students entering the school have not over time made the same progress as their
peers nationally, although lesson observations, work samples and school data confirm that their
progress is now similar to that of their classmates.
- Students from different ethnic groups, as well as those who speak English as an additional
language, make exceptional progress. The gap between all students and those in receipt of pupil
premium is approximately one third of a grade and the gap is narrowing rapidly. Data for 2013
confirms that students entitled to this support now achieve similar average point scores in
GCSEs, English and mathematics as their peers.
- Disabled students and those with special educational needs, and learners attending off-site
alternative provision, make similar progress. Those students entitled to the Year 7 catch-up
premium have benefited from the extra reading and homework support, allowing them to catch
up with their peers.
- Students’ specific needs are well supported and their performance is carefully monitored so that
any underperformance is identified early and addressed urgently.
- The developing sixth form provides a variety of academic courses which are well suited to the
needs of students. Attainment in the sixth form is in line with that of similar sixth forms and
rising rapidly. Progress is good, taking account of their starting points on entry into the sixth
form. Improvements have come about as a result of strong leadership and external consultancy.
|The quality of teaching||is good|
- There has been a relentless focus on raising the quality of teaching in the school so that
teaching is now typically good, with an increasing proportion that is outstanding.
- In the majority of lessons, teachers plan work which takes good account of the needs of
individual students. Relationships are a particular strength. Teachers’ subject knowledge is
strong and they have a good awareness of examination requirements. Relationships are
supportive and expectations high, resulting in students’ high rates of progress.
- Where teaching is not as strong, lessons suffer from a slow pace, with too few opportunities for
students to learn on their own and develop their thinking skills. Key skills are supported well in
English and mathematics but opportunities to further develop students’ literacy and numeracy
skills across the curriculum are missed.
- Students understand how well they are doing and know their target levels and grades. Regular
marking in most subjects provides helpful guidance to students on how to improve their work.
This was particularly evident in humanities, where detailed comments identified exactly what had
worked well and how students might improve their work further.
|Inspection report:||Rutlish School, 21–22 March 2013||5 of 9|
- The teaching of students who are supported by the Year 7 catch-up and pupil premium is good
and this extends beyond the classroom for these and other students. For example, the school
uses part of its pupil premium funding to facilitate a wide range of support, including Saturday
classes and revision sessions as well as homework and reading clubs.
- Teaching in the sixth form is good and improving. It is not as strong as teaching in the main
school, although the school is working hard to recruit staff with sixth form experience and
provide further training on suitable teaching strategies and examination board requirements.
Students are positive about the support they receive and value the personal tuition and the extra
|The behaviour and safety of pupils||are outstanding|
- Boys say they are proud to be members of the school, and this is reflected in the phenomenal
contribution which they make to the school community as well as the respect which they extend
to their teachers and to guests in the school. The school is a purposeful place in which to learn.
- Behaviour is calm, considerate, courteous and polite. Students and school records confirm this is
typical of behaviour over time. The school has worked extremely hard to improve behaviour as a
result of careful monitoring and consistent policies and procedures. As a consequence, both
external and internal exclusions have fallen rapidly.
- Attendance is above average and effective procedures are in place for ensuring this. Students
enjoy coming to school as well as taking part in the many sporting and extra-curricular activities
on offer. Students are punctual to school and to lessons.
- A very large proportion of parents and carers say their child feels safe at school and that their
child is well looked after. Students strongly agree and say that they understand issues relating to
their safety and know who to talk to if the need arises. They are well aware of different types of
bullying, including cyber bullying and homophobic bullying. Discrimination of any form is not
- Students willingly take on areas of responsibility. They are involved in school performances, lead
school assemblies, manage a television studio, visit primary schools and raise funds for local and
- Sixth form students are good role models and add substantially to the harmonious ethos which
pervades the school. They behave impeccably and share their knowledge and aspirations with
younger students. They are very well prepared for the next stage of their education, training or
|The leadership and management||are good|
- The leadership of the headteacher is exceptional. He has been relentless in driving up standards
and challenging underachievement with the very capable support of senior and middle staff. All
leaders and managers, including those responsible for governance, have high expectations and
ambition for the school. Self-evaluation is robust and leaders at all levels have a shared sense of
direction and are clear about how to make further improvements.
- Leaders monitor teaching regularly and accurately. Performance management is rigorous and
senior leaders are not afraid to address underperformance as well as recognising those teachers
who are consistently highly effective in their teaching through higher salaries. However, the
quality of written feedback on lesson observation lacks a focus on learning, while written targets
for performance management lack precision.
- The school works very well with parents and carers to involve them in the learning of their
children. Parents’ and carers’ views are regularly sought and acted upon. Their responses to the
online questionnaire (Parent View) were invariably positive and the very large majority have
confidence in the school, especially in terms of progress, teaching, safety and behaviour.
Community partnerships are extensive and supportive.
|Inspection report:||Rutlish School, 21–22 March 2013||6 of 9|
- The curriculum is broad and balanced. It is highly personalised and carefully tailored to the
range of needs of students, with vocational elements to meet the learning needs of all students.
Extra-curricular activities are extensive and students value them. They include sports, culture
and study clubs, with evidence of strong participation by students. The school’s specialism
contributes well to boys’ progress in mathematics and their confidence with technology. Literacy
and numeracy are well supported but opportunities to promote these further are missed.
- The provision for students’ spiritual, moral, social and cultural development is a strength and the
school successfully creates a cohesive culture, taking advantage of the school’s history and
traditions. Students learn well, behave well, have a strong work ethic, and are increasingly
involved in supporting the community through fundraising, food distribution and links with
schools abroad. The school is effective in ensuring equality of opportunity for all students.
- The school’s arrangements for safeguarding pupils meet statutory requirements very well. The
school works admirably to overcome the safety issues presented by the public footpath that runs
through the middle of the school site.
- The local authority has provided effective and proportionate support for school leadership,
including subject support and governor training as well as support for the development of the
sixth form. Recent support has reduced as the school has developed and improved.
- The governance of the school:
Governors have a good understanding of performance data and how it compares with that of
similar schools as a result of ongoing training. They have a secure grasp of the school’s
strengths and weaknesses from talking to staff, talking to students, learning walks and looking
at work. Governors are aware of the quality of teaching in the school and are fully involved in
decisions about teachers’ pay progression and how underperformance has been tackled. They
ask challenging questions of the headteacher and set challenging targets for the school. The
governing body ensures that resources are used well to support students in receipt of
additional funding through the pupil and Year 7 catch-up premium, and understand how this
has impacted on improving results.
|Inspection report:||Rutlish School, Error! Reference source not found.21–22 March 2013||7 of 9|
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Inspection report:||Rutlish School, Error! Reference source not found.21–22 March 2013||8 of 9|
|Unique reference number||102679|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Comprehensive|
|School category||Voluntary controlled|
|Age range of pupils||11–18|
|Gender of pupils||Boys|
|Gender of pupils in the sixth form||Mixed|
|Number of pupils on the school roll||1,153|
|Of which, number on roll in sixth form||145|
|Appropriate authority||The governing body|
|Date of previous school inspection||27–28 January 2010|
|Telephone number||020 8542 1212|
|Fax number||020 8544 0580|