School etc

Rutlish School

RR6 Sixth Form Centre Link

Rutlish School
Watery Lane
Merton Park

phone: 020 85421212

headteacher: Mr Alex Williamson

reveal email: kari…


school holidays: via Merton council

1210 pupils aged 11—18y boys gender
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 #

rooms to rent in Merton

Schools nearby

  1. 0.3 miles Joseph Hood Primary School SW209NS (286 pupils)
  2. 0.3 miles Merton Park Primary School SW193HQ (253 pupils)
  3. 0.4 miles Wimbledon Chase Primary School SW193QB (692 pupils)
  4. 0.4 miles Wimbledon House School SW193EY
  5. 0.4 miles Wimbledon Chase County Middle School SW193QB
  6. 0.4 miles Wimbledon School of Art SW193QA
  7. 0.4 miles University of the Arts London SW193QA
  8. 0.5 miles Poplar Primary School SW193JZ (523 pupils)
  9. 0.5 miles Emmanuel Home School SW193QR
  10. 0.6 miles Dundonald Primary School SW193QH (284 pupils)
  11. 0.6 miles Park Community School SM45BY
  12. 0.7 miles Hall School Wimbledon SW208HF (443 pupils)
  13. 0.7 miles Pelham Primary School SW191NU (292 pupils)
  14. 0.7 miles Hillcross Primary School SM44EE (547 pupils)
  15. 0.7 miles St Mary's Catholic Primary School SW191QL (344 pupils)
  16. 0.7 miles Hazelhurst School for Girls SW208HF
  17. 0.7 miles Hillcross County Middle School SM44ED
  18. 0.7 miles Face Youth Therapeutic School SW191JN (8 pupils)
  19. 0.8 miles Merton Abbey Primary School SW192JY (316 pupils)
  20. 0.8 miles Ursuline High School Wimbledon SW208HA (1351 pupils)
  21. 0.8 miles Ursuline Preparatory School SW208HR (251 pupils)
  22. 0.8 miles Futures Ahead Pre-Preparatory and Preparatory School SW194ED
  23. 0.9 miles Donhead Preparatory School SW194ND (313 pupils)
  24. 1 mile Abbotsbury Primary School SM45JS (454 pupils)

List of schools in Merton

School report

Rutlish School

Watery Lane, Merton Park, London, SW20 9AD

Inspection dates 21–22 March 2013
Overall effectiveness This inspection: Good 2
Previous inspection: Satisfactory 3
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
holiday classes.
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
starting points.
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,
are underdeveloped.
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
    educational needs.
  • 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.

Inspection team

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

Full report

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

Inspection judgements

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
    global charities.
  • 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 Judgement Description
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

School details

Unique reference number 102679
Local authority Merton
Inspection number 400562

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
Chair Peter Norrie
Headteacher Alex Williamson
Date of previous school inspection 27–28 January 2010
Telephone number 020 8542 1212
Fax number 020 8544 0580
Email address reveal email: admi…


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