Tomlinscote School

Inspection of Tomlinscote School Tomlinscote Way, Frimley, Camberley, Surrey GU16 8PY

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Inspection dates: 14 and 15 November 2023

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding

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Overall effectiveness Outstanding

Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

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Overall effectiveness Outstanding

The principal of this school is Robert Major. This school is part of The Prospect Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Andy Yarrow, and overseen by a board of trustees, chaired by Andrew Needham.

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Overall effectiveness Outstanding

Ofsted has not previously inspected Tomlinscote School under section 5 of the Education Act 2005. However, Ofsted previously judged Tomlinscote School and Sixth Form College to be outstanding, before it opened as Tomlinscote School as a result of conversion to academy status. 14 and 15 November 2023

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What is it like to attend this school?

Pupils flourish at this exceptional school. They are highly ambitious for themselves and each other. The school provides support, care and guidance to ensure that success is possible for all pupils, including those with special educational needs and/or disabilities (SEND). All pupils are expected to achieve highly, and they do.

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What is it like to attend this school?

Alongside their academic success, pupils develop a rich understanding of the world and their place in it. The school’s core values of excellence, perseverance, character, community and progression are lived out every day. Pupils are confident that they are listened to. They learn that they can affect positive change, which prepares them well to be active, engaged citizens.

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What is it like to attend this school?

The school is an inclusive community in which difference is valued and discrimination is not tolerated. Staff and pupils have warm relationships founded on respect and a love of learning. Pupils eagerly explain how the school’s extensive and well- considered curriculum helps them pursue their dreams as an engineer, doctor, athlete, artist, or something else. The abundance of wider opportunities enables pupils to discover new interests, such as the use of green power through the ‘Race Team’ club or knowledge of different cultures through roles as international ambassadors.

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better?

The school’s curriculum is aspirational for all pupils. The moral drive to ensure all pupils succeed is evident throughout the school. The curriculum is ambitious, challenging and engaging. Disadvantaged pupils, including those with SEND, are known well and supported sensitively. They are keenly encouraged by their teachers, who offer reassurance and targeted help. Learning is enriched through debates, competitions and trips that help deepen pupils’ understanding further. These opportunities also serve to develop pupils’ understanding of current affairs, diversity and equality.

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better?

The curriculum builds carefully on pupils’ primary school education and ensures that they truly master the intended learning. Mastery of knowledge is the thread through all experiences here. Pupils know that staff are experts in their subjects and, rightly, trust that they are taught very well. Staff are passionate about education and they benefit from highly effective training opportunities. They have a deep understanding of subjects and of how pupils learn best. Classrooms are industrious spaces where pupils demonstrate an exceptionally positive work ethic and achieve highly.

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better?

Pupils consistently demonstrate exemplary behaviour. They hold themselves and each other to high standards, both academically and in their conduct. Pupils know it is safe to ask questions and make a mistake because this is part of the process of learning. Pupils have a remarkable understanding of how they learn and are full participants in every stage of their learning journey. 14 and 15 November 2023

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Personal development experiences are carefully planned and woven into the curriculum. Pupils learn how to be safe and keep safe, including online. Health, welfare and well-being are systematically supported through assemblies, tutor times and school events. Pupils know that they can talk with a member of staff if they have any concerns. Staff who are experts in pupils’ well-being make sure that any pupil who needs help is provided with rapid support.

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Pupils benefit from a wealth of wider experiences and develop strong characters through the many leadership roles. For example, ‘digital leaders’ help others in the school use their tablets most effectively. These leaders also work in the community, teaching primary school pupils to use electronic devices responsibly. Pupils have a sense of duty to support others. Staff teach pupils about cultures, faiths and ethical dilemmas in a way that builds their curiosity, openness and confidence. Pupils are encouraged to consider their futures carefully and to be aspirational through the excellent careers education.

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Those responsible for governance know the school extremely well. They provide robust challenge to leaders. Staff describe the inclusive and purposeful culture that is now embedded in the school. Leaders consider staff’s workload when they make strategic plans. Everyone in the school is restless to continue to build on the successes already achieved here.

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Safeguarding

The arrangements for safeguarding are effective.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any 14 and 15 November 2023

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point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 14 and 15 November 2023

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School details

Number of pupils on the school roll 1,509

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School details

Dates of previous inspection Not previously inspected under section 5 of the Education Act 2005

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Information about this school

 The school joined The Prospect Trust in 2018. The Prospect Trust is a multi- academy trust made up of three state schools.  The school currently uses four registered alternative providers and four unregistered alternative providers.  The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 7 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. 14 and 15 November 2023

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 Inspections are a point-in-time judgement about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with senior leaders, staff and pupils. They also spoke with members of the governing body, including the chair. An inspector also spoke to a representative from the trust and the CEO of the trust.  The inspection team carried out deep dives in English, mathematics, history, science, physical education and modern foreign languages. For each deep dive, inspectors discussed the curriculum with the directors of learning, visited a sample of lessons, talked with teachers, spoke to pupils and students, and looked at samples of their work.  An inspector also visited some of the alternative provision the school uses.

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 Inspectors considered the responses to the Ofsted Parent View questionnaire, as well as the free-text comments that were submitted. They also took account of the responses to the confidential staff and pupil surveys and gathered the views of both staff and pupils throughout the inspection.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.

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Inspection team

Ally Aldridge-Gibbons, lead inspector His Majesty’s Inspector

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Inspection team

Chris Ellison His Majesty’s Inspector 14 and 15 November 2023

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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