Epsom and Ewell High School

Epsom and Ewell High School

Address: Ruxley Lane, West Ewell, Epsom, Surrey, KT19 9JW Unique reference number (URN): 137595

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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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Achievement Expected standard

Despite variability in the consistency of teaching in key stage 3 and key stage 4, pupils typically go on to achieve close to the national average in a number of subjects at the end of Year 11. This is reflected over time in the published results for national examinations at key stage 4. Disadvantaged pupils and those with special educational needs and/or disabilities (SEND) typically build their knowledge and skills securely as they progress through the curriculum. Those attending the specially resourced provision for pupils with SEND achieve well from their individual starting points. Post-16 students generally achieve in line with the national averages at the end of Year 13. Overall, pupils are typically well prepared for their next steps. Consequently, pupils move on to positive destinations in further education, employment or training.

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Inclusion Expected standard

Pupils, including the above-average proportion of pupils with special educational needs and/or disabilities (SEND), feel a clear sense of belonging in this inclusive school. Leaders have created a nurturing environment for pupils. Pupils are understood as individuals, including those attending the specially resourced provision for pupils with SEND (specially resourced provision). Leaders work closely with external agencies, parents and carers to plan the support pupils need.

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Inclusion Expected standard

Leaders have developed effective systems to identify pupils' individual needs accurately and promptly. For example, they work closely with pupils' previous schools to gather relevant information to identify pupils who are disadvantaged and pupils with SEND. Leaders ensure that staff receive ongoing training so that they can adjust the provision to enable pupils to access their learning successfully. The specially resourced provision effectively supports pupils to learn alongside their peers. Leaders regularly review the impact of the support provided to pupils so that it can be adapted and improved.

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Inclusion Expected standard

Additional funding received through the pupil premium grant is used appropriately. Where needed, disadvantaged pupils benefit from extra help in reading, writing and mathematics. Leaders make use of alternative provision, which is well chosen and supports the best interests of pupils.

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Post 16 provision Expected standard

Leaders have an accurate understanding of the quality of the post-16 provision. They provide suitable academic and vocational study programmes for the small number of students who attend the school's sixth form. Students are well known by staff. Where needed, this enables leaders to make appropriate adjustments to the post-16 provision to meet the needs of disadvantaged pupils and those with special educational needs and/or disabilities.

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Post 16 provision Expected standard

Teaching at post-16 is highly effective. Subjects are taught by experts who present new material clearly. Teachers provide frequent opportunities for students to recall what they

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Needs attention

have learned previously. This helps students to build complex knowledge and skills over time. Teachers check what students know and have understood. Consequently, teachers adapt learning well. Students typically achieve in line with national averages in public examinations at the end of key stage 5. They receive detailed careers guidance that helps them move on to appropriate next steps in education, employment or training.

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Needs attention

Students benefit from a wide enrichment offer. They pursue their talents and interests through arts, sports and community service. Students take their roles as prefects seriously, acting as positive role models for younger pupils.

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Attendance and behaviour Needs attention

Leaders have appropriate plans in place to reduce absence, including the persistent absence of disadvantaged pupils. For example, they analyse patterns in absence and have increased the number of staff working with families to understand what the main barriers to attendance are. This enables leaders to put in place targeted pastoral support and utilise the expertise of external agencies. However, while leaders’ actions are appropriate, they are at an early stage. Leaders recognise that there is more to do to ensure pupils attend school more regularly.

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Attendance and behaviour Needs attention

Leaders have taken action to identify their expectations for pupils' behaviour. However, some pupils do not have positive attitudes to learning or respect for staff. As a result, some pupils become disengaged from their learning. The expectations for behaviour are not consistently applied by staff. This means that low-level disruption is not always challenged. Some staff feel unsupported in managing pupils' behaviour. Leaders have identified where some pupils require additional help to manage their behaviour. Consequently, suspensions are beginning to reduce.

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Attendance and behaviour Needs attention

Many pupils have positive relationships with staff. Pupils know that staff will help them if they have a problem. Bullying is rare, and pupils are confident that staff will take effective action to address any discriminatory language.

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Curriculum and teaching Needs attention

Leaders generally have an accurate view of the quality of teaching across the school. They have identified appropriate actions to tackle inconsistencies in teaching. However, the curriculum is not consistently well taught in key stage 3 and key stage 4. While the professional learning programme provides training on the school's chosen approach, pupils do not benefit from consistently high-quality learning experiences.

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Curriculum and teaching Needs attention

Leaders have designed a broad and ambitious curriculum. It is well planned and designed to build pupils' knowledge and skills over time. Teachers demonstrate secure subject knowledge. They typically explain new concepts clearly and prioritise the development of subject-specific vocabulary. However, checks on what pupils know and remember are not consistently used effectively. This means that some pupils have gaps in important knowledge that are not addressed before moving them on to new learning.

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Curriculum and teaching Needs attention

Teachers make appropriate adjustments that ensure pupils with special educational needs and/or disabilities (SEND) can access the curriculum. This is also the case for those attending the specially resourced provision for pupils with SEND. The school's programme to support pupils who have not secured important skills in reading, handwriting and mathematics is well developed. Pupils receive the teaching they need to catch up quickly.

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Leadership and governance Needs attention

There have been a number of recent changes to leadership in the school. Many leaders at different levels within the school are new to their post. Leaders' work to secure improvements is at an early stage.

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Leadership and governance Needs attention

Leaders generally understand what needs to improve. However, the quality of the school's provision is variable. In some areas, leaders have taken effective action to improve. For example, they have developed an effective professional learning programme to begin to address the variability in teaching. However, actions to improve attendance and address inconsistencies in the management of behaviour have not been swift enough. Some staff, parents and carers do not believe that behaviour is managed well in the school.

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Leadership and governance Needs attention

Those responsible for governance fulfil their statutory duties. They have high expectations of leaders in the school and act in the best interests of pupils. They want the best for all pupils, including those who are disadvantaged, those with special educational needs and/or disabilities or those with other barriers to learning. Those responsible for governance monitor the work of leaders. For example, they provide effective challenge and oversight of pupil outcomes in national examinations. Governors understand where aspects of the school's provision need to improve.

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Leadership and governance Needs attention

Teachers in the early stage of their career feel well supported to develop their expertise through regular training and mentoring. They also highlight how they are effectively supported with their wellbeing. Staff across the school generally feel supported by leaders to manage their workload.

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Personal development and wellbeing Needs attention

Leaders have developed an appropriate personal development programme that helps pupils to build important life skills. However, pupils' knowledge of fundamental British values is not secure. Some pupils struggle to explain ideas such as democracy and the importance of being respectful to others. This includes showing tolerance to people with characteristics that are protected by law.

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Personal development and wellbeing Needs attention

The school offers a range of wider opportunities to develop pupils' interests and enhance their education. The inclusive performing arts programme enables pupils to develop their talents as performers, designers and back stage support. Sports, arts and crafts, history and film clubs build pupils' confidence. While leaders track participation in these activities, there is more to do to ensure that those who would benefit most, including disadvantaged pupils and pupils with special educational needs and/or disabilities, take advantage of these opportunities to support their wider cultural development.

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Personal development and wellbeing Needs attention

Pupils talk confidently about learning how to be more resilient and aspirational. Pupils develop important knowledge about topics such as drug and alcohol misuse. They understand what it means to be in a healthy relationship. Leadership opportunities, such as prefects and the junior leadership team, help pupils to develop social responsibility.

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Personal development and wellbeing Needs attention

Leaders prioritise wellbeing and pastoral support for pupils. Leaders closely monitor vulnerable pupils to ensure that they receive the right help at the right time. Pupils are confident that caring staff will act in their best interests. This includes working with external agencies when pupils require specialist support for their mental health.

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Personal development and wellbeing Needs attention

Pupils receive ongoing careers guidance that helps them to make informed decisions about their next steps. Pupils benefit from meaningful opportunities to engage with employers. This includes access to careers fairs and guest speaker visits to the school that help to inform future aspirations.

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

Many pupils enjoy their learning. They typically achieve well, including in their examinations at the end of key stage 4 and key stage 5. Disadvantaged pupils and those with special educational needs and/or disabilities (SEND) receive the help they need to access the curriculum. A dedicated centre provides a nurturing space where pupils succeed personally and academically. Those attending the specially resourced provision for pupils with SEND achieve well from their starting points. However, inconsistencies in the quality of teaching mean that the experiences of pupils across the curriculum are too varied.

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

Some pupils' attitudes to learning vary. Some staff do not apply the expectations for behaviour consistently well. Others have low expectations for how pupils should behave. Consequently, some pupils become disengaged in their learning. The vast majority of pupils conduct themselves well around the school. Pupils feel safe and are confident that any concerns they report to staff will be dealt with quickly. This includes the rare instances where bullying may happen. Some pupils do not attend as well as they should. This is particularly the case for disadvantaged pupils.

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

Most pupils have positive relationships with their peers and staff. These are particularly positive in the sixth form. Nurturing staff in the specially resourced provision for pupils with SEND help pupils to participate fully in all aspects of school life. The school provides effective wellbeing support for pupils who need it. Many pupils benefit from the wider opportunities that exist beyond the classroom. For instance, pupils develop their talents and interests in the many clubs on offer. Educational visits provide pupils with cultural experiences, including trips to art galleries, museums and theatres. Pupils develop a secure understanding of personal safety, including how to remain safe online. However, pupils' knowledge of fundamental British values is less secure.

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Next steps

Leaders should raise their expectations for pupils’ behaviour and conduct and ensure staff apply the agreed behaviour expectations consistently. Leaders should strengthen their actions to support further improvement in pupils' attendance, including for disadvantaged pupils. Leaders should ensure that the school’s agreed pedagogical approaches are consistently applied and highly effective teaching is embedded across the curriculum so that all pupils learn well. Leaders should evaluate the impact of the personal, social and health education curriculum to ensure that pupils have a secure understanding of fundamental British values and the protected characteristics. This is to ensure that pupils are prepared well for life in modern Britain.

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About this inspection

This school is part of Bourne Education 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), Alex Russell, and overseen by a board of trustees, chaired by Andy Field.

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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 acting headteacher, other leaders and staff during the inspection. The lead inspector met with the chair of the local governing committee, trustees and the deputy CEO.

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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 makes use of 6 alternative provisions, all of which are unregistered.

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About this inspection

The school has undergone a significant change since the last inspection. The current acting headteacher has been in post since January 2026.

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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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Lead inspector:

Stephen Cattell, His Majesty's Inspector

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Team inspectors:

Owen McColgan, Ofsted Inspector Dijana Piralic, Ofsted Inspector Michael Wilson, Ofsted Inspector Heather Fearn, 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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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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national average

2024/25 (revised) 41.2% 45.4% Close to average

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national average

2022/23 (final) 40.5% 45.3% Close to average

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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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national average

2024/25 (revised) 44.1 46.0 Close to average

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national average

2023/24 (final) 41.6 45.9 Close to average

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national average

2022/23 (final) 46.2 46.3 Close to average

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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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national average

2022/23 (final) 0.03 -0.03 Close to average

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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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national average

2024/25 (revised) 20.0% 25.8% Close to average

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national average

2022/23 (final) 20.0% 25.2% Close to average

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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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national average

2024/25 (revised) 35.1 34.9 Close to average

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national average

2023/24 (final) 29.7 34.6 Close to average

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national average

2022/23 (final) 35.6 35.0 Close to average

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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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national average

2022/23 (final) -0.49 -0.57 Close to average

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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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national average

2024/25 (revised) 32.86 34.99 Close to average

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national average

2023/24 (final) 32.28 34.38 Close to average

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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) -0.2 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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national average

2024/25 (2 term) 8.9% 8.1% Close to average

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national average

2023/24 (3 term) 9.9% 8.9% Close to average

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national average

2022/23 (3 term) 8.7% 9.0% Close to average

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Persistent absence

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

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national average

2023/24 (3 term) 28.8% 25.6% Close to average

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national average

2022/23 (3 term) 25.9% 26.5% Close to average

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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. 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

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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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