The Warwick School
phone: 01737 764356
headteacher: Mr Ronald Searle
1088 pupils capacity: 72% full
400 boys 51%
380 girls 49%
Last updated: June 20, 2014
Secondary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 528447, Northing: 150848
- GPS coordinates
- Latitude: 51.242, Longitude: -0.16124
- Accepting pupils
- 11—16 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Feb. 13, 2013
- Region › Const. › Ward
- South East › Reigate › Redhill East
- Urban > 10k - less sparse
- Admissions policy
- Main specialism
- Technology (Operational)
- Investor in People
- Committed IiP Status
- Free school meals %
- Learning provider ref #
- 0.4 miles St Matthew's CofE Primary School RH11JF (455 pupils)
- 0.5 miles Phoenix Centre RH12HY
- 0.7 miles St Joseph's Catholic Primary School, Redhill RH11DU (418 pupils)
- 0.7 miles Battlebridge Education Centre RH12HZ
- 0.8 miles St Bede's School RH12LQ (1662 pupils)
- 0.8 miles East Surrey College RH12JX
- 0.8 miles Rnib Redhill College RH14DG
- 0.9 miles Earlswood Infant and Nursery School RH16DZ (430 pupils)
- 0.9 miles Earlswood Junior School RH16JX (345 pupils)
- 0.9 miles Wray Common Primary School RH20LR (504 pupils)
- 0.9 miles Wray Common Middle School RH20LR
- 0.9 miles Wray Common First School RH20LR
- 1.2 mile St John's Primary School RH16QG (236 pupils)
- 1.3 mile Dunottar School RH27EL (186 pupils)
- 1.3 mile St Nicholas School RH13PU (55 pupils)
- 1.4 mile Merstham Primary School RH13AZ (270 pupils)
- 1.4 mile Reigate Parish CofE (Aided) Infant School RH27DB (180 pupils)
- 1.4 mile Royal Alexandra and Albert School RH20TD (967 pupils)
- 1.4 mile Reigate Grammar School RH20QS (905 pupils)
- 1.5 mile Royal Alexandra and Albert (Aided) Junior School RH20TD
- 1.5 mile Doods Brow School RH14HQ
- 1.5 mile Brooklands School RH20DF (81 pupils)
- 1.5 mile Woodfield School RH13PR (115 pupils)
- 1.5 mile Greystone School RH13PR
The Warwick School
Noke Drive, Redhill, Surrey, RH1 4AD
|Inspection dates||13–14 February 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
| The headteacher provides outstanding |
Teaching is typically good and some is
Senior leaders check the quality of teaching
Students make good progress and achieve
Senior leaders and subject leaders keep a
leadership. He is supported well by senior
outstanding. Teachers use their good subject
knowledge to plan interesting activities that
keep students engaged and motivated.
regularly and take effective action if they
judge it is not good enough.
well. The standard of their work is improving,
especially in English.
close check on students’ progress and swift
actions are taken when necessary.
| Students with special educational needs are |
Students’ behaviour is exemplary and there is
The promotion of students’ spiritual, moral,
The excellent care that students receive helps
Leaders, managers and governors know the
supported well and make good progress.
an extremely positive climate for learning.
Students want to succeed and do well.
social and cultural development is outstanding.
Consequently, students are polite and
respectful; they build strong relationships with
adults and other students.
them to feel safe at the school.
strengths of the school and are committed to
improving it further.
| Students are not always given the |
Year 11 students did not make enough
opportunity or the time to reflect on what
they are learning in order to deepen their
understanding, or to take part in group work
including learning from each other.
progress in mathematics in 2012.
| In a few lessons, information about students’ |
Targets that leaders set for students’
progress is not used well enough to identify
and support their individual needs. As a result,
in these lessons, activities and expectations are
not demanding enough.
achievement are not high enough to lead to
Information about this inspection
- Inspectors observed 38 lessons, eight of which were observed jointly with members of the
senior leadership team. Inspectors also made a number of shorter visits to lessons to focus on
specific aspects such as the effectiveness of support to develop students’ literacy skills.
- Inspectors observed an assembly and several tutor groups during their registration session.
- The inspection team met with five groups of students. The inspectors also spoke to students
informally at lunch and break times and in lessons.
- Meetings were held with staff, including teachers and middle and senior leaders, governors and
the school’s improvement adviser.
- Inspectors took account of the 78 responses to the on-line questionnaire for parents and carers,
Parent View, and of the 92 responses to the staff questionnaire.
- The lead inspector worked with the headteacher and assistant headteacher to analyse the
school’s data on students’ current progress, including those students supported through the
pupil premium, those who are disabled and those with special educational needs. The lead
inspector also scrutinised the school’s records of the monitoring of the quality of teaching.
- Inspectors looked at students’ work, the school’s self-evaluation and improvement plans,
safeguarding documents, records relating to behaviour and attendance, and records of the
impact of professional development on the school’s performance.
|Caroline Dearden, Lead inspector||Additional Inspector|
|Trevor Woods||Additional Inspector|
|Heather Leatt||Additional Inspector|
|Joanna Jones||Additional Inspector|
Information about this school
- The Warwick School is of average size, with fewer girls than boys.
- A higher-than-average proportion of students comes from minority ethnic groups. An average
proportion of students speaks English as an additional language and the school provides
additional support for these students.
- The proportion of students eligible for support through the extra government funding known as
the pupil premium is below average.
- The proportion of disabled students and those who have special educational needs supported at
school action is broadly average. The proportion supported at school action plus or with a
statement of special educational needs is above average.
- The school meets the government’s current floor standards, which set the minimum expectations
for students’ attainment and progress.
- The school makes arrangements for a small group of students in Years 10 and 11 to access
alternative provision or work-related courses through Route 4, a school-staffed and funded
facility accommodated in a local youth centre.
What does the school need to do to improve further?
- Increase the proportions of good and outstanding teaching and thereby further improve
students’ progress and achievement by:
making better use of assessment data to support the planning of activities to meet students’
needs so that the students are fully stretched and make more rapid progress, especially in
providing more opportunities for students to be more involved in lessons, including learning
from each other and in small groups
including time during lessons for students to reflect on what they are learning so that they
deepen and extend their understanding.
- Set targets for learning high enough to ensure all students make at least good progress and
increase the proportion of students making outstanding progress.
|The achievement of pupils||is good|
- Most students join the school with attainment that is below average. At all ages, they make good
progress so that standards are broadly in line with national averages by the end of Year 11. This
includes those students from minority ethnic groups and those who speak English as an
- Although attainment dipped in 2012, particularly in mathematics, students are back on track to
achieve higher results in a wide range of subjects. This is because they are responding well to
the successful school action to improve teaching.
- Students for whom the school receives additional funding (the pupil premium) make good
progress, as measured against their average point scores and compared to others in the school.
This is because their needs are well known and resources to support their learning are used
- Disabled students and those with special educational needs are supported extremely well,
particularly in developing their skills in literacy and communication. The school is determined
that these students make better than expected progress, especially in English. Very good use is
made of paired reading in which younger students receive additional support from those who are
considered to be gifted and talented. Thorough tracking of students’ progress enables students
to receive prompt additional help if they fall behind, often through one-to-one help. For
example, retired qualified mathematics teachers provide one-to-one mentoring for students in
the current Year 11.
- Alternative courses enable less academic students and those at risk of permanent exclusion to
achieve well and to gain qualifications. These students are well prepared for their next steps in
education or training; records show that some have gone on to secure university places in due
- Students are keen to make progress and are proud of their achievements. They make good
progress in literacy because they are given a range of interesting opportunities. For example,
many, including those with low literacy skills, have contributed to the publication of a book to
celebrate the high standards of students’ writing.
- Progress is not completely consistent because, in a few lessons, students are not challenged
sufficiently to make as much progress as they could. Therefore, in mathematics, a few do not
make consistently good progress.
|The quality of teaching||is good|
- The majority of teaching is typically at least good and some is outstanding. Students appreciate
the improvements in the quality of teaching and in the stability of teaching staff. For example, as
one student remarked, amongst others, ‘Teachers used to be here just to teach. Now they
- In most lessons, the teaching generates students’ enthusiasm, so that students contribute well
and, when invited to do so, support each other and make at least good progress.
- In the best teaching, teachers use information about students’ progress extremely well to set
work that is matched to individual needs. Expectations about what students can achieve are very
high, learning is checked frequently throughout the lesson and tasks are reshaped as necessary
to ensure that students make very good progress. This was evident in a music lesson where the
more able students supported others to layer musical sounds and select instruments to illustrate
specific musical genres.
- Teachers have good subject knowledge and most use questioning effectively to engage all
students. However, in a minority of lessons, teachers either accept simple responses or are too
quick to answer questions for students. This slows progress because students rely too heavily on
the teacher and have insufficient opportunity to learn from one another.
- Assessment and the use of student progress information are embedded in teachers’ planning.
Teachers have confidence in the systems for identifying underachievement and are quick to
provide additional support.
- There is variation in the quality of marking across the school. There is some outstanding practice
where teachers explain how students can improve their work and give them time to act on the
advice given. However, where progress is less strong, students are not provided with enough
time to reflect on the teacher’s comments or to make the necessary improvements to their work.
|The behaviour and safety of pupils||are outstanding|
- Behaviour is outstanding because students’ attitudes to learning are exemplary and students are
keen to succeed and achieve. Students are courteous and polite to each other and to adults. The
school is proud of the improvements made in students’ attitudes and behaviour since the
appointment of the headteacher. The positive views of students are supported well by those of
parents and carers and of staff.
- Students feel very safe. Bullying in any form is not tolerated and, as a consequence, is extremely
rare. For example, as a number of students stated, ‘It is not something we do.’ When bullying
does occur it is dealt with exceptionally rapidly and effectively. Senior leaders ensure students
attending tuition at the off-site provision behave well and are kept safe.
- Attendance has improved significantly over the last three years and is now above average.
Exclusions have been dramatically reduced and are now less than half of that seen nationally.
- Students are highly appreciative of the wide range of activities and events the school provides.
The majority participate enthusiastically and attendance for holiday revision classes is high.
- Students’ views are valued highly by school leaders and students believe that they have a
genuine say in the running of the school. As one student commented, ‘We are all cogs and
together we make the organism that is the school work.’
- Excellent promotion of students’ spiritual, moral, social and cultural development contributes to
the great respect students show towards each other and their belief that difference is something
to be celebrated.
|The leadership and management||are good|
- The leadership of the headteacher is outstanding. He has a clear vision for the school and is
respected by his senior team and staff. As a result, the overall effectiveness of the school has
risen to good and there is a shared belief that the school will achieve excellence.
- Senior leaders and governors, supported well by the local authority’s school improvement
adviser, have an accurate view of the strengths of the school and the priorities for further
development. As a result, the school’s self-evaluation is robust. This is reflected in high quality
development plans for subjects, pastoral teams and for the school.
- The headteacher and school leaders have been highly effective in tackling poor performance.
Procedures for performance management are rigorously applied and pay rises are appropriately
based on both the targets set for teachers and the progress of the students they teach.
- The curriculum is well matched to students’ needs. It has been developed to strengthen
opportunities for students to progress and strengthen their skills so that they are well placed to
take the next steps in their education, training or employment.
- The school uses the pupil premium funding very well. Students known to be eligible receive the
support they need and are fully included in the life of the school. The attainment of those
eligible, as indicated by their average point scores in GCSE examinations, is improving and is in
line with their peers. Their progress is also improving, and is in line with national averages for all
students. The school does not enter students early for GCSE examinations.
- Leaders at all levels ensure that equality of opportunity is well promoted and that discrimination
in any form is not tolerated.
- The school tracks students’ progress well, and acts quickly to support the individual needs of
students who are not progressing as well as they should be. The progress of different groups is
also analysed and compared to that of others. However, targets for students’ achievement are
not always either sufficiently high or adjusted upwards once students have attained them. As a
consequence, not all students make the progress of which they are capable. This was especially
evident in mathematics in 2012.
- The governance of the school:
The governing body takes an active interest in the work of the school. Members of the
governing body work in direct partnership with senior and middle leaders so that they are well
informed about the strengths and areas for development for the school, including how well
students are achieving. They have a good awareness of the quality of teaching and ensure
that its quality relates directly to pay increases through the performance management
procedures. They play a key role in setting targets for the headteacher’s performance.
Governors review their own effectiveness and, as a result of valuable training, are able to both
support and ask challenging questions of the leadership team. Governors have the expert skills
necessary to oversee the school’s finances. They ensure efficient management of financial and
other resources. This includes allocation of the pupil premium funding. The governing body
fulfils all of its statutory requirements, including those relating to safeguarding and child
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.
|Unique reference number||125268|
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|
|Number of pupils on the school roll||798|
|Appropriate authority||The local authority|
|Date of previous school inspection||8–9 June 2011|
|Telephone number||01737 764356|
|Fax number||01737 770007|