The Green School for Boys

Inspection of a school judged good for overall effectiveness before September 2024: The Green School for Boys Twickenham Road, Isleworth TW7 6AU

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Outcome

The Green School for Boys has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

The head of this school is Simon Carter. This school is part of The Green School Trust, which means that other people also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Sally Yarrow, who is also the executive headteacher, overseeing this school and one other. The trust is overseen by a board of trustees, chaired by Charles Tapson.

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What is it like to attend this school?

Pupils are taught to aspire towards the golden rule of ‘treating others as you want to be treated’. This is borne out in the patience with which staff interact with pupils and encourage them to achieve their goals. Pastoral care is a strength. Leaders place safeguarding at the heart of their work. This means that decisions are made in the best interests of pupils. Pupils are kept safe and know that they have trusted adults to speak to.

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What is it like to attend this school?

The school has high expectations of pupils. Pupils achieve well in national examinations at the end of key stage 4. Typically, pupils behave well, and they feel that any bullying is dealt with in a timely way. The school continues to work closely with individual pupils who do not meet the school’s conduct expectations, and this work is proving effective.

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What is it like to attend this school?

Pupils have opportunities to share their talents and skills, for example through the annual school play, as prefects, as worship ambassadors or as members of the diversity committee. The school celebrates the rich diversity of the community so that all feel welcomed. This ranges from traditional bagpipe performances to football fundraisers for female gender equality; there are opportunities for all pupils to be involved. 29 and 30 April 2025

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What does the school do well and what does it need to do better?

The school has constructed an ambitious curriculum that matches the scope of what is expected nationally. The school has set out a programme that builds on what pupils have learned previously in each topic and year group. Teachers use their subject knowledge to help pupils to understand and revisit important concepts; this is especially true in the sixth form. As a result, students are enthusiastic about their studies and speak articulately about what they know in a range of subjects.

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What does the school do well and what does it need to do better?

Staff undertake regular checks on how well pupils remember and understand key knowledge. At times, however, teaching moves pupils on to more complex content before they have mastered simpler concepts. This means that some pupils struggle to deepen their understanding and produce work that best demonstrates what they know.

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What does the school do well and what does it need to do better?

Pupils with special educational needs and/or disabilities (SEND) are accurately identified. Staff benefit from guidance documents for individual pupils and training on how to adjust resources. Pupils with SEND are fully supported in being part of the life of the school. As a result, pupils are considerate and demonstrate kindness towards each other’s needs.

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What does the school do well and what does it need to do better?

Leaders swiftly identify pupils who need additional support to catch up with their reading or develop their spoken language. Effective reading interventions help to ensure that pupils, including those who speak English as an additional language, are able to access the wider curriculum.

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What does the school do well and what does it need to do better?

The school has high expectations of pupils’ conduct. Lessons are rarely disrupted. Pupils are courteous towards each other and visitors to the school. At times, concerns about behaviour, including at breaktimes and lunchtimes, are not followed up consistently. Pupils generally attend school regularly. The school provides effective support for families with children who may have barriers to attending well.

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What does the school do well and what does it need to do better?

The provision for pupils’ broader development is excellent. The school has an established programme for teaching personal, social and health education (PSHE) effectively. It sensibly adapts the content based on issues that arise in school, locally or globally. The curriculum is designed to ensure pupils return to important ideas through the PSHE programme, assemblies and tutor times. As a result, pupils develop their understanding of key concepts and are able to discuss a range of topics in sophisticated ways. The school makes use of local opportunities to broaden pupils’ experiences, such as through visits to museums and football clubs. This enhances the educational offer, as well as providing meaningful links to local employers.

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What does the school do well and what does it need to do better?

Leaders and those responsible for governance work together effectively and fulfil their statutory duties well. They understand the school’s strengths and strive to develop the provision further where necessary. Staff, including those at the early stages of their careers, typically feel that their workload and well-being are well managed. For example, the school works with the trust to develop staff expertise in the sixth form, which benefits students’ experience. 29 and 30 April 2025

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 At times, teaching moves on to new content before pupils have secured the necessary foundational concepts. This means that some pupils struggle to apply their understanding to more complex ideas. The school should ensure that pupils are given sufficient practice in key ideas so that they are ready to move through the intended curriculum.  There are occasions where pupils’ behaviour is not managed consistently. This means that behaviour around the school does not fully reflect leaders’ high expectations. The school should ensure that its high expectations for pupils’ behaviour are consistently implemented. The school should also review the impact of behaviour policies and communicate resolutions to stakeholders so that all are clear on how systems are being utilised.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024, graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in February 2020. 29 and 30 April 2025

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How can I feed back my views?

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 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). 29 and 30 April 2025

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form

Headteacher Simon Carter (Head of School) Sally Yarrow (Executive Headteacher) Website www.tgsboys.com

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form

Dates of previous inspection 25 and 26 February 2020, under section 5 of the Education Act 2005

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Information about this school

 The Green School for Boys has a religious designation and is part of the Diocese of London. The last section 48 inspection was in October 2019.  The school is part of The Green School Trust.  The school does not use any alternative provision.  The school provides its own after-school clubs.  The school is part of the sixth form consortium with The Green School for Girls, located at Busch Corner, London Road, Isleworth, Middlesex TW7 5BB. Some sixth-form students undertake some of their studies at The Green School for Girls. 29 and 30 April 2025

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 The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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Information about this inspection

 Inspections are a point-in-time evaluation 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.  The inspectors held meetings with the executive headteacher, the head of school, senior leaders, teachers and support staff.  The lead inspector met with a group of governors and trustees, including the chair of the trust and the chair of the local governing body. The inspector also spoke with the diocesan school improvement partner.  Inspectors visited a sample of lessons, spoke with teachers and leaders, spoke with some pupils about their learning and looked at samples of their work.  Inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke with some students about their learning and looked at samples of their work.

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Information about this inspection

 To evaluate the effectiveness of safeguarding, 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.  The inspectors scrutinised a range of documentation provided by leaders, including their priorities for improvement.  The inspectors considered the views of parents, pupils and staff through discussions and their responses to Ofsted’s online surveys.

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Inspection team

Matea Marcinko, lead inspector His Majesty’s Inspector

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Inspection team

David Bromfield Ofsted Inspector 29 and 30 April 2025

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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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