phone: 01932 219400
headteacher: Mr Peter Rodin
997 pupils capacity: 102% full
465 boys 46%
550 girls 54%
Last updated: June 24, 2014
Secondary — Academy Converter
- Education phase
- Establishment type
- Academy Converter
- Establishment #
- Open date
- Aug. 1, 2011
- Reason open
- Academy Converter
- OSGB coordinates
- Easting: 508486, Northing: 167240
- GPS coordinates
- Latitude: 51.394, Longitude: -0.4421
- Accepting pupils
- 11—16 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- June 13, 2012
- Region › Const. › Ward
- South East › Spelthorne › Shepperton Town
- Urban > 10k - less sparse
- Admissions policy
- Main specialism
- Arts (Operational)
- Maths and Computing second specialism
- Free school meals %
- Trust school
- Is supported by a Trust
- Learning provider ref #
- Thamesmead School TW179EE
- 0.3 miles Halliford School TW179HX (441 pupils)
- 0.4 miles St Nicholas CofE Primary School TW179AD (551 pupils)
- 0.5 miles Manor Mead School TW178EL (84 pupils)
- 0.9 miles Saxon Primary School TW170JB
- 0.9 miles Saxon Primary School TW170JB (243 pupils)
- 1.1 mile Staplands Nursery and Tutorial KT139RD
- 1.1 mile Staplands Nursery Tutorial KT139RD
- 1.2 mile Littleton CofE Infant School TW170QE (89 pupils)
- 1.3 mile Ashley Infant School KT121HX
- 1.3 mile St James CofE Primary School KT138PL (468 pupils)
- 1.3 mile St Maur's School KT138NL
- 1.3 mile St George's Junior School Weybridge KT138NL (660 pupils)
- 1.3 mile Weybridge CofE Middle School KT138PL
- 1.3 mile Ashley CofE Aided Primary School KT121HX (416 pupils)
- 1.3 mile Ashley CofE Aided Primary School KT121HX
- 1.4 mile The Bishop Wand Church of England School TW166LT
- 1.4 mile Hawkedale Infants - A Foundation School TW166PG (89 pupils)
- 1.4 mile The Bishop Wand Church of England School TW166LT (1018 pupils)
- 1.5 mile Oatlands School KT139PZ (268 pupils)
- 1.5 mile Grovelands Infant and Nursery School KT122EB (331 pupils)
- 1.6 mile Cleves School KT139TS
- 1.6 mile Springfield Primary School TW166LY
- 1.6 mile St Charles Borromeo Catholic Primary School, Weybridge KT138JD (261 pupils)
|Inspection date(s)||13–14 June 2012|
|Unique reference number||137237|
|Inspection dates||13–14 June 2012|
|Lead inspector||John Meinke|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Secondary|
|Age range of pupils||11–16|
|Gender of pupils||Mixed|
|Nu mber of pupils on the school roll||1002|
|Appropriate authority||The governing body|
|Date of prev ious school inspection||4–5 December 2006|
|School address||Manygate Lane|
|Telephone number||01932 219400|
|Fax number||01932 219401|
|Inspection report:||Thamesmead School, 13–14 June 2012||2 of 12|
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 when.
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
|Inspection report:||Thamesmead School, 13–14 June 2012||3 of 12|
|John Meinke||Additional inspector|
|Chris Corp||Additional inspector|
|Lesley Leak||Additional inspector|
|Cyndi Millband||Additional inspector|
This inspection was carried out with two days' notice. Inspectors observed teaching
and learning in 36 lessons taught by 36 teachers, of which five were joint
observations with senior members of staff. In addition, the inspection team made
short visits to a number of other lessons. They held meetings with two groups of
students, members of the governing body and school staff, including senior and
middle leaders. Inspectors took account of the responses to the online Parent View
survey in planning the inspection. They observed the school’s work, and looked at a
range of documents, including the school improvement plan, minutes of the
governing body meetings and school policies. They also analysed responses to the
inspection questionnaires completed by 239 parents and carers along with others
completed by students and staff.
Information about the school
Thamesmead School is an average-sized secondary school. The proportion of
students known to be eligible for free school meals is below average. The majority of
students are of White British heritage. The proportion of disabled students and those
with special educational needs supported by school action plus or with a statement
of special educational needs, is around average.
The school has performing arts college status and selects up to a maximum of 10%
of admissions on aptitude in performing arts. It has gained various awards relating to
its provision, including Investors in Careers Award, Investors in People Award and
Sportsmark Award. The school meets the government’s current floor standards,
which set the minimum expectations for attainment and progress.
The school converted to academy status on 1 August 2011.
|Inspection report:||Thamesmead School, 13–14 June 2012||4 of 12|
|Achievement of pupils||2|
|Quality of teaching||2|
|Behaviour and safety of pupils||2|
|Leadership and management||2|
- This is a good school. It is not yet outstanding because teaching, although good
overall, is not yet strong enough to ensure that students make rapid and
sustained progress across most subject areas.
- Students’ academic progress is good and in 2011 the proportion of students
achieving five or more GCSE results at grade C or higher was above average.
While the large majority of students make good or better progress, for a small
minority of students progress is no better than satisfactory. This is partly due to
students’ insufficiently high aspirations and expectations, which lead to
satisfactory engagement in learning.
- Teaching is good and improving strongly. Most teachers plan lessons which
contain a range of activities that engage students and enable them to make
good and sometimes outstanding progress. Where teaching remains
satisfactory, activities are not always well matched to meet the needs of
learners and do not present a high level of challenge sufficiently early during
lessons. While there is exemplary practice in assessment and marking, it is not
consistent across the school and does not always offer students sufficient
guidance on how to improve.
- Students are courteous to each other and they are welcoming to visitors. The
vast majority of students feel very safe at school. Behaviour in the large
majority of lessons is good and students demonstrate positive attitudes to
learning. The few incidences of low-level disruptive behaviour during lessons
are linked to teaching which does not fully engage all students in their learning.
- Senior leaders and managers communicate high expectations for students to
achieve their best. Leaders have an accurate knowledge of the strengths and
areas for development related to teaching and there is a determined drive to
raise its quality to outstanding. Performance management is robust and ensures
|Inspection report:||Thamesmead School, 13–14 June 2012||5 of 12|
What does the school need to do to improve further?
- Increase the proportion of outstanding teaching, in order to secure good and
outstanding progress for all students, by:
consistently ensuring that planned activities are well matched to meet the
needs of all learners and present a high level of challenge throughout
improving the quality of marking and use of assessment so that it is as
consistently detailed, informative and developmental as the very best in
- Continue to raise aspirations and expectations for the small minority of students
who are not yet making the progress that they could.
Achievement of pupils
Most students achieve well. The very large majority of students feel that they learn a
lot and most parents and carers who responded to the inspection questionnaires
agreed; inspectors endorse these views. Students demonstrate a high level of
engagement during lessons and show great enthusiasm for learning. They work very
well together and enjoy discussing their work. In most lessons, teachers use
assessment data to plan tasks which enable students to make good and sometimes
outstanding progress. For example, in a mathematics lesson the planned activities
consolidated students’ prior learning well and enabled them to confidently tackle
challenging problems. In an English lesson students were encouraged to reflect on
the learning and identify areas for improvement, and this enhanced their progress.
Students enter the school with prior attainment that is generally above average. In
2011 students’ attainment at the end of Key Stage 4 was also above average and
most students make good progress. A small minority of students, including some
lower-ability students, make satisfactory rather than good progress. This is
sometimes related to students’ insufficiently high aspirations and expectations, which
result in satisfactory engagement in learning during lessons; in turn, these students
produce work of a standard lower than that of which they are capable. Leaders
rigorously monitor assessment information and current data indicate that the few
remaining gaps between attainment in the school and nationally are being rapidly
closed in order to ensure that all students make good or better progress.
There have been variations in the progress made by disabled students and those
with special educational needs, with some students making good or outstanding
progress while others make satisfactory progress. Provision for these students is now
carefully matched to their needs to ensure that it supports learning well, and includes
very good planning for the use of additional adults during lessons. Students are well
cared for outside of lessons, including by home-school link and student support
workers. This holistic approach means that disabled students and those with special
educational needs are now making consistently good progress.
Students make good, and sometimes outstanding progress, in English and
mathematics. There are good opportunities across the curriculum for the
|Inspection report:||Thamesmead School, 13–14 June 2012||6 of 12|
development of students’ skills in literacy and numeracy. Provision is in place to
ensure that students who enter the school with lower than average literacy and
numeracy skills quickly make accelerated progress. The school has also formed
partnerships with primary schools to support the development of these skills and
ensure that all students achieve the expected standards by the end of Key Stage 2.
Quality of teaching
Students’ good and steadily improving outcomes are secured through good and
outstanding teaching over time. Most parents and carers believe that their child is
taught well at the school and the inspection evidence concurs with these positive
views. Lessons are characterised by good relationships between students and adults.
Teachers use their good subject knowledge to plan varied activities which engage
and enthuse learners. Questioning is used skilfully to challenge students and check
their understanding. Students are encouraged to reflect on their learning and work
cooperatively to tackle challenging tasks. Disabled students and those with special
educational needs are taught very well, with effective deployment of additional
adults to support learning. Regular homework is used to extend learning, including
through research projects. The planned curriculum makes a good contribution to
students’ achievement and provides good opportunities for their spiritual, moral,
social and cultural development, for example, through the exploration of moral and
ethical issues during citizenship lessons.
In the best lessons teachers use their expertise to plan activities which are very well
matched to learners’ needs. In an outstanding mathematics lesson, planned activities
included competitive games which excited and enthused learners. Students with
special educational needs were very well supported, including through the
deployment of an additional adult. Students’ understanding was regularly checked
and they felt confident about tackling increasingly challenging problems. In an
outstanding drama lesson the teacher clearly explained the l earning objectives and
success criteria at the start of the lesson, enabling students to know how to reach
the highest levels of achievement. Students collaborated well to produce
performances of a high standard, including reflecting on techniques used and
considering how to improve.
In the small minority of lessons observed where teaching was no better than
satisfactory, planned activities were not always well matched to the needs of
learners. On some occasions students were not given sufficiently challenging tasks
until near to the end of the lesson, meaning that some, including the most able, did
not make good progress. Although there is exemplary practice in the use of marking
and assessment to provide students with guidance on how to improve, this is not yet
consistent across the school. Sometimes students are not aware of the exact next
steps they need to take in their learning and marking does not encourage students,
especially less-able students, to produce work of the highest standards of which they
|Inspection report:||Thamesmead School, 13–14 June 2012||7 of 12|
Behaviour and safety of pupils
The large majority of parents and carers who responded to the inspection
questionnaire indicated that there is a good standard of behaviour at the school.
Students are courteous, polite and respectful to adults and each other, contributing
to a calm and purposeful environment for learning. In lessons students demonstrate
a positive attitude to learning and a high level of engagement. A small minority of
parents, carers and students raised concerns about lessons being affected by low-
level disruptive behaviour. Inspection evidence shows that most lessons proceed
without disruption and the good behaviour seen during the inspection is typical of
that over time. Off-task behaviour was observed in a few lessons during the
inspection, often when teaching did not engage all learners and the school’s
behaviour management policy was not consistently applied. The school’s rewards
and sanctions policy is effective in promoting good behaviour and students with
identified behavioural difficulties are supported very well.
The very large majority of students feel safe at school and parents and carers agree.
Any reported incidences of bullying are dealt with very well. Students are
knowledgeable about risk management, including e-safety. They have a good
awareness of the different kinds of bullying, including cyber-bullying and prejudice-
based bullying and how to prevent it. The school’s pastoral system offers a very high
level of care and students and staff speak very highly of the additional support
offered by student support and home-link workers. The school is particularly effective
at working with students whose circumstances make them vulnerable. The school
has taken decisive action to improve attendance since the previous inspection, which
is now above average
Leadership and management
The headteacher and his team, along with the governing body, communicate a clear
vision for promoting high quality teaching which enables students to achieve their
best, resulting in good and improving achievement. Self-evaluation is accurate and
detailed. Leaders at all levels know the school very well and plan effectively for its
improvement. Recent changes to the governing body have strengthened its ability to
strategically support the school and challenge it to improve further. Arrangements for
safeguarding meet statutory requirements. The capacity for further improvement is
Robust arrangements for monitoring the quality of teaching ensure that leaders at all
levels are highly aware of its strengths and areas for development. Rigorous
performance management, which ensures a high level of accountability, linked to an
extensive programme of coaching and development, supports the drive to raise the
quality of teaching to outstanding.
The broad and balanced curriculum is regularly reviewed and modified to ensure that
it meets the needs of learners. The performing arts specialism permeates the school
and makes a tangible difference to achievement and provides students with a wide
range of opportunities through the extensive Thamesmead Plus enrichment
programme, including opportunities to take part in dance, drama and music
|Inspection report:||Thamesmead School, 13–14 June 2012||8 of 12|
performances as well as sports clubs and teams. Students’ spiritual, moral, social and
cultural development is well supported through the curriculum, including
opportunities for trips and visits, including international trips, and charity events.
Highly effective arrangements are in place to support transition and students are well
prepared for the next stage in their education.
There is a strong commitment to promoting equality and tackling discrimination.
Students are set challenging targets and their progress is carefully monitored by
cohort, student group and individual to help ensure that they make good or better
progress. The mixed-age tutor groups encourage students to mix well and they value
diversity and difference. There are effective strategies in place to engage with
parents and carers, including use of a home-link worker.
|Inspection report:||Thamesmead School, 13–14 June 2012||9 of 12|
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 sc hools 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.
|Inspection report:||Thamesmead School, 13–14 June 2012||10 of 12|
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.
|Inspection report:||Thamesmead School, 13–14 June 2012||11 of 12|
15 June 2012
Inspection of Thamesmead School, Shepperton TW17 9EE
Thank you for making the inspection team feel so welcome when we visited your
school recently. You were positive about your school, saying that it helps you to be
successful in whatever you do. We agree and think that Thamesmead School is a
- Your achievement in the school is good. In 2011 GCSE results were above the
national average and most of you make good progress at the school. A small
minority of you make satisfactory rather than good progress, sometimes
because your aspirations and expectations are not yet high enough.
- Most of you feel that you learn a lot during lessons and we agree. Most
teaching is good or outstanding. Teachers plan lessons which meet your needs
well and engage you in learning. Some teaching is still no better than
satisfactory because you all do the same work and you are not challenged
quickly enough during lessons. This sometimes leads to off-task behaviour.
While some teachers’ marking helps you to know how to improve, this is not
consistent across the school.
- You are proud of your school and polite and courteous to visitors. Your
behaviour around the school and in lessons is good. Almost all of you feel safe
at school and you are positive about the good pastoral care that you receive.
Your attendance has improved over time and is now above average.
- Your school’s leaders, managers and governors have very high ambitions for
you to achieve your best. They know your school well and what they need to do
to make it even better. The curriculum meets your needs well and, along with
the Thamesmead Plus enrichment programme, promotes your spiritual, moral,
social and cultural development well.
We have asked leaders and managers to work with staff to increase the proportion of
outstanding teaching and ensure that all of you make good or outstanding progress.
We have also asked them to make sure that marking is consistent across the school
so that you always know how to take the next steps in your learning. You can help
by working hard in all of your lessons and making sure that you always produce work
of your best standard.
We wish all of you at Thamesmead School a happy and successful future.
|Inspection report:||Thamesmead School, 13–14 June 2012||12 of 12|