Heathside Walton-on-Thames

Inspection of Heathside Walton-on- Thames Waterside Drive, Walton-on-Thames KT12 2JP

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

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

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The head of school is John Clark. This school is part of ElmWey Learning Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the interim chief executive officer (CEO), Ash Ali, and overseen by a board of trustees, chaired by Francis Nicholas. 20 and 21 May 2025

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What is it like to attend this school?

Belonging is at the heart of this nurturing and aspirational school. Pupils and staff are proud to be part of this vibrant community that ‘feels like family’. There is a calm, harmonious feel where pupils have excellent manners and are incredibly polite to visitors. Pupils demonstrate kindness to each other and are resilient when they find learning challenging.

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What is it like to attend this school?

The school has the highest expectations for all pupils, both for their academic achievement and their behaviour. Pupils enjoy the challenge of meeting these expectations. They willingly show their teachers just what they are capable of daily. Pupils try hard in their work and behave incredibly well in class and during social times. Pupils, including those with special educational needs and/or disabilities (SEND), achieve very well.

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What is it like to attend this school?

The school places a strong emphasis on pupils’ well-being. Caring staff know pupils well. They are thoughtful in the support they provide. As a result, pupils feel safe and able to share any worries they may have. The vast leadership roles available to pupils in all year groups enable them to become responsible individuals who have a voice in ‘helping change the school for the better’.

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

The school has meticulously designed its curriculum. It has thought deeply about the content, so pupils precisely learn the knowledge and skills needed as they move on to new learning. High-quality careers education is carefully woven through the curriculum. This prepares pupils well for the next stage of their education and beyond. The school sets no limit to what pupils can achieve.

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

Consistently high-quality teaching from expert staff means pupils develop a deep understanding of subject content. Teachers present material clearly and in an exciting way that makes pupils eager to learn. Teachers skilfully check how well pupils are learning and address misconceptions swiftly. Well-considered activities help pupils link new information to previous learning. This means they have a deep and rich understanding of the subjects they study. Language-rich classrooms enable pupils to use complex vocabulary confidently and accurately.

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

Pupils with SEND access the same ambitious curriculum as their peers. The school quickly identifies the additional needs of pupils with SEND and plans effective support for them. Staff are highly trained to meet the needs of pupils in the classroom. They adapt work skilfully when appropriate. This means pupils with SEND flourish during their time at school.

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

The reading curriculum prioritises academic success and a lifelong love of reading. A rich reading culture is embedded through guided reading sessions, regular library lessons and enjoyable enrichment opportunities such as book clubs. Pupils who need help with reading receive effective support. This helps them to become fluent and accurate readers. 20 and 21 May 2025

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Pupils’ behaviour is exemplary. There is a shared culture built on the foundation of ‘disruption-free learning’. Pupils fully respect this culture and expect classrooms to be studious environments. Pupils are punctual and arrive ready to learn. They are motivated to be successful and demonstrate high levels of self-control throughout the school day. Pupils attend well.

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The programme for pupils’ personal development is exceptional. Pupils learn a carefully crafted character curriculum that prepares them well for life in modern Britain. Consequently, pupils demonstrate mature attitudes to diversity. They are respectful of different cultures and faiths. The school has developed a rich extra-curricular programme where there is something for everyone. If pupils feel there isn’t a club for them to attend, the school creates one. This means the opportunities for pupils to develop their talents and interests are plentiful.

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Leaders systematically evaluate the school’s work to improve continually. Committed trustees and members of the local advisory board (LAB) use their expertise to provide effective support and challenge to the school. This ensures that all pupils benefit from what the school has to offer. The importance leaders place on well-being makes staff feel valued and ‘proud to come to work every day’.

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Safeguarding

The arrangements for safeguarding are effective.

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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). 20 and 21 May 2025

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School details

CEO of the trust Ash Ali (Interim CEO) Principal John Clark

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School details

Dates of previous inspection Not previously inspected

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Information about this school

 Heathside Walton-on-Thames is part of ElmWey Learning Trust.  The school opened to Year 7 pupils in September 2022. It has taken on a new year group each year. Currently, there are pupils from Years 7 to 9 attending the school. When it is at full capacity, the school will cater for pupils from Year 7 to Year 11.  The school was in temporary accommodation for the first year of opening. It moved to the permanent site in September 2023.  The head of school has been in post since the school opened.  The school uses two unregistered alternative provisions.  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

The inspectors carried out this graded inspection under section 5 of the Education Act 20 and 21 May 2025

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2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

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 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.  Inspectors held a wide range of meetings with the head of school, other senior and curriculum leaders, staff and pupils. The lead inspector met with a representative from the board of trustees and members of the LAB, including the chair of the LAB. He also met with the interim CEO for the trust.  The inspectors carried out deep dives in these subjects: English, mathematics, science and history. For each deep dive, the inspectors met with subject leaders, looked at curriculum documents, visited a sample of lessons, spoke to teachers, spoke to pupils about their learning and looked at samples of pupils’ work. The inspectors also visited

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lessons from a range of other curriculum subjects.  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.  Inspectors considered the responses to the confidential staff survey and spoke to a range of staff about their views of the school.  The inspection team took account of the responses to the Ofsted Parent View survey, including the free-text responses.  Inspectors met with a range of pupils to discuss their views about the school and talked to pupils informally during social times and in lessons. They also considered the responses to the confidential pupil survey.  The inspection team reviewed a range of the school’s documents, including self- evaluation reports, minutes of LAB meetings and behaviour incident logs.

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Inspection team

Stephen Cattell, lead inspector His Majesty’s Inspector

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Inspection team

Matt Batchelor Ofsted Inspector 20 and 21 May 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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