Glenthorne High School

Glenthorne High School

Address: Sutton Common Road, Sutton, Surrey, SM3 9PS Unique reference number (URN): 136914

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Inclusion Exceptional

Leaders have created a highly inclusive culture that enables pupils to flourish in this school. Staff precisely identify pupils' needs. They continually assess and reduce particular barriers to pupils’ learning and wider success. Leaders provide highly personalised support that makes a significant difference to vulnerable pupils' achievement, attendance and personal development.

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Inclusion Exceptional

Pupils with special educational needs and/or disabilities and pupils experiencing disadvantage, including those known (or previously known) to children’s social care, are expertly supported to make excellent progress through the full curriculum. The most vulnerable pupils thrive and secure consistently strong outcomes. Pupils with education, health and care plans, including those in the additionally resourced provision and others with more complex needs, flourish. They develop a deep understanding of academic knowledge while also developing the social and learning skills needed to prosper in and out of school.

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Inclusion Exceptional

Leaders target their help precisely to remove barriers to learning while boosting the wellbeing of pupils. For instance, targeted academic support addresses gaps in pupils' knowledge of literacy to support their access to the full curriculum. This work has a sustained, tangible impact on pupils. Clubs for pupils who speak English as an additional language focus on developing conversational English to provide pupils with additional opportunities to form new friendships.

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Inclusion Exceptional

Bespoke, high-quality careers guidance and work placements for vulnerable pupils help to build their confidence, experience and readiness for ambitious next steps. Several aspects of the school’s work in this area have influenced the work of professionals from the local area, including the support provided for vulnerable pupils to allow them to benefit from work experience placements.

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Inclusion Exceptional

Leaders continuously monitor progress and refine support to ensure that it has a significant impact on pupils' outcomes. As a result, the school’s most vulnerable pupils achieve superb academic outcomes, engage fully in school life and leave school ready for their next steps in education and/or careers.

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Personal development and wellbeing Exceptional

Leaders’ exceptionally well-coordinated and personalised system of pastoral support helps to ensure that pupils' individual needs are identified and met. Any pupils considered vulnerable or experiencing disadvantage are prioritised for support through tailored provision such as counselling, mentoring, attendance support, sixth-form house buddies and carefully guided access to enrichment opportunities.

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Personal development and wellbeing Exceptional

Leaders regularly review the support that pupils access and the impact that this is having, ensuring that support is timely and effective. This nurtures a strong sense of security, confidence and belonging, and it enables pupils to engage fully in learning and school life.

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Strong standard

The school’s personal development programme is first class. It is coherent, highly ambitious and closely aligned to pupils’ experiences across the curriculum. The impact of this programme is impressive. Through the personal, social, health and economic curriculum, the relationships and sex education offer, and wider tutor programmes, pupils regularly reflect on ethical issues. They learn about prejudice, discrimination and global events. Structured, purposeful discussion and enrichment activities are planned to help pupils develop social skills, cooperation and empathy. Pupils are encouraged to contribute to the school’s inclusive culture through volunteering and participating in initiatives such as anti- bullying campaigns. In doing so, they further demonstrate tolerance, respect and their understanding of fundamental British values.

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Strong standard

The school provides an uncommonly extensive programme of cultural and creative opportunities. Pupils participate in performing arts, media, visual arts and sports through a vast programme of extra-curricular clubs, Saturday school and regular performances. Pupils' talents and interests are nurtured, with particular importance placed on the arts, in which pupils perform at an exceptionally high level.

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Strong standard

Leaders actively identify and support pupils who face barriers to participation, enabling them to pursue interests and develop confidence. Careers education, information, advice and guidance is highly effective, including for vulnerable pupils. This prepares pupils well for further education, apprenticeships and employment. Pupils access a range of highly ambitious destinations that align well with their interests and ambitions. The school’s careers programme for pupils with special educational needs and/or disabilities is seen as a beacon of excellence that other schools benefit from.

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Strong standard

Across the school, pupils develop deep, detailed knowledge and skills to keep themselves physically and mentally healthy, manage online and offline risks and make informed choices.

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Achievement Strong standard

Over time, pupils achieve consistently well at this school. For example, at the end of their GCSE studies, pupils across all groups, including those who are disadvantaged, achieve significantly above national averages.

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Achievement Strong standard

When joining the school, pupils promptly secure strong foundations in reading, writing and mathematics. This supports their success across the wider curriculum. Across all year groups, pupils develop deep, rich knowledge through the curriculum. They produce high- quality work.

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Achievement Strong standard

In the sixth form, students further build on the successes they achieved in the main school. The school supports sixth-form students effectively to make progress from their high starting points. Students develop detailed, secure knowledge in their chosen courses. They achieve well, which is typically represented in published outcomes.

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Achievement Strong standard

Pupils’ deep, well-established knowledge and understanding of the curriculum prepares them well for their next steps in education, employment or training. The school ensures that ambitious destinations are well matched to pupils' and students' interests and aspirations.

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Attendance and behaviour Strong standard

Over time, pupils' attendance is consistently high, including for disadvantaged pupils. Leaders have established systems that support pupils to attend school regularly and benefit fully from learning. Attendance is closely monitored by pastoral leaders who expertly identify barriers to attendance and work proactively with families to overcome them. Pupils experiencing disadvantage, including those with special educational needs and/or disabilities (SEND) and those with individual barriers to attending, all receive targeted support. This support includes, for instance, individual mentoring, breakfast provision and personalised support. Leaders maintain close communication with parents, arranging meetings or online consultations when needed. As a result, pupils fully understand the importance of regular attendance.

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Attendance and behaviour Strong standard

The school’s culture is highly conducive to learning. Classrooms and social areas are calm and orderly. Pupils' commitment to their studies shines through in classrooms, which are consistently purposeful and highly focused learning environments. Pupils’ learning is free from disruption. Leaders ensure that any incidents of bullying, discrimination or harassment are addressed promptly and effectively. Staff apply the school's behaviour approaches with a high level of consistency. Where pupils need additional support to improve their behaviour, leaders act swiftly and in their best interests. This includes making adaptations to approaches to support, for instance, pupils with SEND.

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Curriculum and teaching Strong standard

Leaders have devised a highly ambitious, well-sequenced curriculum. The curriculum enables pupils to consistently build on their prior knowledge and deepen their understanding of subject content. For instance, in Year 9, pupils study the events of the Holocaust in history before revisiting it in religious studies to understand the human impact of these events.

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Curriculum and teaching Strong standard

Teachers are knowledgeable about their subjects and the curriculum. Leaders identify opportunities to further strengthen teachers' expertise and provide timely, focused training. Teachers present subject matter clearly and model for pupils how to apply what they know. They consistently ensure that pupils develop ambitious vocabulary and support them to use this in their spoken and written work. They make necessary adaptations to ensure that all pupils can learn the intended curriculum, including, for instance, those with additional needs.

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Curriculum and teaching Strong standard

Leaders prioritise the needs of pupils who have not yet secured the strong foundations they need to succeed in the curriculum. They provide comprehensive support so that any gaps in pupils' knowledge close quickly. Pupils develop confidence and proficiency in essential skills such as reading.

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Leadership and governance Strong standard

Leaders and governors provide high-quality oversight and direction. They work closely together with staff and other partners to ensure that pupils are supported to achieve well academically, socially and personally. They have a deep understanding of the school’s strengths and areas for improvement, prioritising actions that impact positively on pupils. For example, leaders have sought to tackle the complex barriers to attendance that some vulnerable pupils face.

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Leadership and governance Strong standard

Governors and trustees fulfil their statutory duties rigorously and hold leaders to account effectively. They use evidence from monitoring visits and data analysis, alongside the views of pupils, parents and staff, to ensure that school improvement priorities are purposeful.

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Leadership and governance Strong standard

School policies and systems are regularly reviewed and adapted to meet the needs of all pupils, including those who face barriers to their learning. Leaders throughout the school understand their roles in supporting the school's priorities.

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Leadership and governance Strong standard

Leaders have prioritised supporting the most vulnerable groups of pupils. Leaders ensure that pupils with special educational needs and/or disabilities, including those who are part of the additional resourced provision, are supported well to benefit from the high-quality education and enrichment opportunities the school offers. Those with other vulnerabilities are supported to flourish academically and socially. Leaders regularly check that their actions are helping pupils to succeed as intended. Further adaptations are made where needed. Leaders draw on a wide network of professionals to enrich pupils' experience and further enhance the support they receive. This results in high levels of academic success and regular participation in wider school life for all groups of pupils.

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Leadership and governance Strong standard

Leaders build staff expertise through well-planned professional development, including structured training for early career teachers. This helps maintain the high standards of teaching that exist across the school. Leaders prioritise staff wellbeing, carefully managing workload through thoughtfully tailored development opportunities and close consultation with staff.

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Leadership and governance Strong standard

Most parents who responded to Ofsted’s inspection survey said that they would recommend the school to another parent.

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Post 16 provision Strong standard

Students in the sixth form follow an ambitious and well-planned curriculum. The curriculum allows pupils to build well on their high prior attainment and prepares them effectively for their next stage of education, training and/or employment. Teachers have well-developed subject knowledge and make thoughtful choices about what to teach. Sixth-form students are encouraged to read widely. They draw on their wider knowledge to enrich classroom discussions.

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Post 16 provision Strong standard

Leaders provide specific support and training where they identify an opportunity to further strengthen the post-16 curriculum or its delivery. This supports students' strong achievement in the sixth form over time. This is particularly the case for students on A-level programmes whose academic outcomes are above the national average. Academic outcomes for those students on applied courses are broadly in line with their peers nationally.

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Post 16 provision Strong standard

The sixth form offers a wide range of wider opportunities that allow students to develop talents and interests beyond the classroom. These include leadership roles, volunteering, societies such as debating, science, technology, engineering and mathematics clubs, and a wide range of performing arts activities. Visiting speakers, workshops and guidance from the careers team support students in making informed choices about higher education, apprenticeships and employment. This includes carefully matched work experience placements with local employers, which help to foster student independence while developing their practical skills. Students leave the post-16 provision well prepared for their next steps, with a clear sense of direction and the skills to thrive in their destinations.

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What it's like to be a pupil at this school

Leaders and staff are ambitious for all pupils to achieve high standards in their studies, conduct and personal development at this school. Pupils and staff forge courteous and respectful relationships. Pastoral support is highly personalised, helping pupils overcome challenges, attend regularly and feel secure. This creates a sense of safety and belonging for pupils from all backgrounds, including those who access the school's specially resourced provision. The school’s culture of inclusivity is of the highest quality.

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What it's like to be a pupil at this school

Leaders have established a high-quality curriculum and ensure pupils benefit from expert teaching. This supports pupils to develop deep, rich knowledge and skills across the curriculum. Pupils enthuse about what they have learned and discuss it with considerable insight.

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What it's like to be a pupil at this school

Typically, pupils achieve well in national tests and examinations over time, making strong progress incrementally through the school's curriculum. In the sixth form, students studying A-level courses do particularly well. The school expertly supports pupils to secure ambitious destinations, which are carefully matched to their aspirations. Pupils and students in the sixth form are well prepared to succeed beyond school.

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What it's like to be a pupil at this school

Pupils’ conduct is excellent. Their high levels of respect for others and dedication to their learning help to make the school a harmonious community in which pupils flourish. Older pupils act as tremendous role models, including as ‘House Buddies’ and when running societies for younger pupils. The school takes intelligent steps to prevent bullying and deals with it effectively in the few instances where it happens.

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What it's like to be a pupil at this school

Leaders are fully informed of the risks that pupils face. Staff respond to any concerns swiftly and with great care to ensure the safety and wellbeing of pupils. The school’s superb, innovative and unique personal development offer includes thoughtful information about how pupils can keep themselves safe from harm.

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Next steps

• Leaders and those responsible for governance should sustain the effectiveness of their work in areas that are currently having a transformational impact on pupils, including in inclusion and in work to develop pupils’ personal development and wellbeing. They should continue to further strengthen other high-performing areas of the school's work so that these also have an equally positive impact on pupils’ experiences in school.

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Lead inspector:

Rebecca Iles-Smith, His Majesty's Inspector

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Team inspectors:

Cathy Reid, Ofsted Inspector Russell Bennett, His Majesty's Inspector Paul Robinson, Ofsted Inspector Karim Ismail, Ofsted Inspector Alan Blount, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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About this inspection

The school is part of The Willow Learning Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Stephen Hume, and overseen by a board of trustees, chaired by Simon Brown.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, other leaders, class teachers, support staff, trustees and pupils during the inspection.

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About this inspection

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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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school includes provision for up to 20 pupils with autism spectrum disorder in its specially resourced provision. The pupils on roll who access this provision also access the school's mainstream offer.

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About this inspection

The school makes use of 4 alternative provisions, including 2 that are unregistered.

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About this inspection

Principal: Sarah Peacock This data is from 6 January 2026

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

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English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

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Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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A-level average point score

The average points that students achieved per A-level entry.

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A-level value added

A score showing students’ progress between the end of key stage 4 and the end of their academic qualification studies.

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national average

2024/25 (revised) -0.1 0.0 Close to average

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national average

2023/24 (revised) 0.0 0.0 Close to average

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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