Chertsey High School

Chertsey High School

Address: Chertsey Road, Addlestone, KT15 2EP Unique reference number (URN): 144741

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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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Attendance and behaviour Strong standard

Leaders have developed precise systems to monitor the attendance of pupils. Leaders ensure that all members of the community know how important it is to attend school on a regular basis. Leaders then put in place a range of strategies. These include focused communication to parents, rewards, interventions and working with outside agencies. This means that pupils' attendance is above the national average, including those with special educational needs and/or disabilities and those who are disadvantaged. Leaders’ actions mean there has been a significant reduction in the number of pupils who are persistently absent.

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Attendance and behaviour Strong standard

Leaders have put in place a clear and effective behaviour system. Leaders provide lessons to pupils on the school’s expectations. Leaders train staff to put the policy into practice. This means that these expectations are consistently implemented throughout the school. Staff have developed positive relationships with pupils. These ensure that there is an atmosphere of mutual respect throughout the school. Pupils are keen to learn and ensure that they show high levels of focus in lessons. Leaders have ensured that older pupils act as role models to younger pupils. Where leaders make adaptations to behaviour systems, they are highly effective at supporting pupils to learn well.

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Personal development and wellbeing Strong standard

Leaders have designed a comprehensive personal development programme. The curriculum builds knowledge over time in key themes such as keeping safe both online and in the community, mental health and consent. Leaders ensure that the curriculum is flexible to respond to local and national issues when needed. Leaders ensure teachers have the training they need to deliver the curriculum. Personal development lessons are of a high quality. Pupils therefore engage very well in their learning. This means that pupils develop a deep and secure understanding of the curriculum. They show this through high-quality written work in lessons and thoughtful discussions.

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Personal development and wellbeing Strong standard

Leaders ensure that pupils' knowledge of fundamental British values and protected characteristics are secure. Pupils develop a detailed understanding of democracy and respect. A positive culture runs through the school, with pupils acting with integrity. Older pupils act as role models. They value highly effective special events, such as the ‘Culture Day’.

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Personal development and wellbeing Strong standard

Leaders ensure that pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged benefit fully from the personal development curriculum. Adaptations to learning are effective in lessons. The individual support for pupils ensures that they can secure the important knowledge.

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Personal development and wellbeing Strong standard

Leaders place a high value on enrichment opportunities. There are a wide range of extra- curricular activities on offer. Pupils, including those with SEND and those who are disadvantaged, take part in high numbers. Leaders ensure that they remove any barriers to pupils attending. Leaders offer a wide range of highly impactful trips and visits, which both

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Expected standard

build on the curriculum and develop pupils’ wider experiences. These include field trips and visits to local places of interest and further afield to France and Spain.

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Expected standard

Leaders have developed a very effective careers programme. Pupils from all year groups learn about different careers and the qualifications they need. Leaders provide a range of opportunities to meet employers and education providers. This includes the popular careers fair and assemblies. Older pupils have the opportunity to complete work experience and get specialist advice from a careers adviser. Pupils with SEND and those who are disadvantaged receive additional support to ensure that they secure highly ambitious destinations.

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Achievement Expected standard

Over time, pupils generally achieve in line with national averages. Pupils develop their knowledge across the full range of subjects. This prepares them well for the next steps in their education. Pupils go to ambitious destinations, and they know the qualifications they need to get there. Pupils develop their knowledge across the curriculum. They demonstrate their understanding in both their written work and verbal responses.

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Achievement Expected standard

Leaders have developed an effective curriculum to ensure pupils can build their foundational knowledge in reading, writing, spelling and mathematics. This includes an appropriate phonics programme. Leaders assess the progress pupils are making and adapt interventions. This means that pupils close gaps in their understanding and fully access the wider curriculum.

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Achievement Expected standard

Leaders ensure that pupils with barriers to their learning achieve well. The support they receive in lessons ensures that they progress well from their starting points.

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Curriculum and teaching Expected standard

Leaders have developed a well-sequenced, ambitious curriculum. Knowledge builds on prior learning, with opportunities to revisit built in. Leaders review and refine the curriculum on a regular basis. This leads to a continual cycle of curriculum improvement. Pupils who have not secured the basics in reading, writing, spelling and mathematics are supported well. Expert teachers deliver appropriate and effective interventions.

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Curriculum and teaching Expected standard

Typically, teaching is effective at ensuring pupils develop an age-appropriate understanding of the curriculum. Leaders ensure that there is a consistent structure to lessons. Teachers check prior learning and use well-designed activities to build on pupils' knowledge. There are consistent strategies used to identify what pupils have learned. However, in some lessons, teachers do not adapt the learning to fill gaps in understanding. This means that pupils' misconceptions are not addressed as well as they could be.

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Curriculum and teaching Expected standard

Leaders ensure that teaching supports pupils with special educational needs and/or disabilities and those who are disadvantaged. In most lessons, these adaptations reduce barriers to learning. This includes the use of teaching assistants, who provide effective support for a range of different pupils. In some lessons, these adaptations were not as precise as they could be for disadvantaged pupils.

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Inclusion Expected standard

Leaders use a range of effective strategies to identify the needs of pupils with special educational needs and/or disabilities. Leaders then develop a ‘pupil profile’, which outlines the key adaptations individual pupils need. Leaders work with parents and carers to ensure they know the support that is being put in place. Teachers receive effective training that helps them put in place adaptations in lessons. Leaders review the effectiveness of the strategies they have put in place. Changes to the ‘pupil profile’ are then made to help pupils progress through the curriculum.

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Inclusion Expected standard

Leaders use additional funding well to support pupils who are disadvantaged. The strategy is evidence-informed and adapted to the context of the school. Leaders ensure staff understand the barriers to learning for pupils who are disadvantaged. Leaders provide comprehensive training. In many lessons, the barriers to learning for disadvantaged pupils are overcome. However, in some lessons these are not as highly effective. This means that disadvantaged pupils in these lessons do not achieve as well as they could.

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Inclusion Expected standard

Leaders support pupils who are known to social care well. They develop positive relationships with outside agencies, including the virtual school. This is effective at ensuring pupils can access a full curriculum both inside and outside the classroom. Where leaders use alternative provision, it is in the best interests of pupils.

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Leadership and governance Expected standard

Leaders know the school well. They have a clear understanding of the areas of strength and the priorities for improvement. Leaders ensure that pupils with special educational needs and/or disabilities and those who are disadvantaged are a high priority. Leaders work with outside agencies, other schools and the trust to ensure that they get the right support. This means that leaders continue to improve the education for all groups of pupils.

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Leadership and governance Expected standard

Trustees and local governors are committed to the school and its inclusive ethos. They use their experience to challenge leaders and to support them in improving the education of pupils. Trustees and local governors check leaders’ actions on a regular basis. This ensures that the school continues to improve. Trustees and governors fulfil their statutory duties to a high standard. This includes their oversight of safeguarding and the use of additional funding to support pupils who are disadvantaged.

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Leadership and governance Expected standard

Leaders have developed a thorough professional learning programme for staff. The programme is developed alongside the school's priorities for improvement. Staff recognise the impact it has on their practice. Staff also have the opportunity to develop their own skills and are well supported by leaders. Early career teachers get the support and time they need at the start of their career. Staff feel valued and listened to by leaders. Staff are confident that their workload and wellbeing are always considered by leaders. Leaders are building positive relationships with parents and carers. Most value the support their children receive.

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

Pupils are polite, happy and ambitious at this inclusive school. Pupils develop warm relationships with staff and each other. Staff welcome pupils into school every day. This helps pupils feel that they belong and are valued. Pupils feel cared for and are confident that if they have any concerns a member of staff will support them. This makes pupils feel safe.

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

Pupils behave well in lessons and low-level disruption is rare. Pupils work hard to achieve their best. They demonstrate an excellent attitude to their learning. Pupils behave because it is the right thing to do. Pupils are confident that if bullying does happen, leaders ensure it stops. Pupils want to be in school. This means that attendance has improved for all groups.

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

Pupils learn a broad curriculum. They appreciate the effective teaching and learning they experience. In general, they get the support they need to close any gaps in their understanding. This means that pupils, over time, achieve broadly in line with national averages. Pupils with special educational needs and/or disabilities and those with other barriers to their learning get the support they need. They achieve well from their starting points.

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

Pupils enjoy the opportunity to be leaders. They act as ambassadors on parents’ evenings and when the school has visitors. They are proud of the mentoring programme. This is where older pupils help younger pupils to settle into and thrive at secondary school. Pupils enjoy a range of clubs, including sport, music and board games. Pupils also have the opportunity to visit places of interest, both locally and abroad. They recognise how this helps them learn more about the world. Pupils learn a lot from external speakers, including in a recent assembly on knife crime.

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Next steps

Leaders should ensure that the provision for pupils who are disadvantaged is highly effective, enabling them to achieve as well as they should. Leaders should ensure that teachers make highly effective adaptations based on their assessment to enable gaps in understanding to be closed quickly.

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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, Alex Russell, and overseen by a board of trustees, chaired by Andy Field.

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Team inspectors:

Heidi Swidenbank, Ofsted Inspector Peter Fry, Ofsted Inspector Marieke Forster, Ofsted Inspector Nina Adamson, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 16 June 2026

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What does this mean?

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

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What does this mean?

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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What does this mean?

Inspectors spoke with school leaders, multi-academy trust leaders, staff and pupils during the inspection.

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What does this mean?

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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What does this mean?

The inspectors confirmed the following information about the school:

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What does this mean?

The school makes use of 4 alternative provisions, including 3 that are unregistered.

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What does this mean?

Principal: Mary Gould 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 6 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 needs support 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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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 (final) 44.8% 45.4% 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 (final) 46.2 46.1 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

2023/24 (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

2023/24 (final) 30.3% 25.8% Close to average

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national average

2022/23 (final) 26.9% 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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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

2023/24 (final) -0.38 -0.57 Close to average

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national average

2022/23 (final) -0.45 -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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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

2023/24 (3 term) 8.2% 8.9% 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) 23.4% 25.6% 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.

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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

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Urgent improvement

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Urgent improvement

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