Merstham Park School

Merstham Park School

Address: Taynton Drive, Redhill, RH1 3PU Unique reference number (URN): 145898

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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

Pupils’ achievement has steadily improved over the last few years and is now in line with national averages in national tests such as GCSEs. Disadvantaged pupils have benefited the most from these improvements, and their outcomes have improved rapidly. Similarly, pupils with special educational needs and/or disabilities, and other groups who may have barriers to their education, now achieve at least in line with their peers.

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Achievement Expected standard

The school has effective plans in place to continue to strengthen pupil achievement and to make sure that pupils are as well prepared as possible for their next steps. For example, pupils’ foundational knowledge is now prioritised, giving pupils the skills they need to flourish in all subjects. Leaders recognise that their work to improve the way in-lesson assessment is used will benefit pupils’ lesson-by-lesson achievement, as well as in GCSEs.

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Attendance and behaviour Expected standard

Pupils attend school regularly, meaning that attendance remains close to the national average. Staff build positive relationships with families, so that support for those who find attending regularly difficult is individualised and impactful. The school’s 'Junction' provision helps ensure that pupils can start the day positively and see it all the way through to the end. As a result, these pupils attend school regularly and benefit from all of the school’s educational opportunities.

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Attendance and behaviour Expected standard

Leaders are diligent in helping all pupils to recognise the importance of respecting and celebrating difference. The majority of pupils embrace and enjoy the school’s diversity, such as within friendship groups, in class and in extra-curricular activities. The school provides many avenues for pupils to report concerns. Leaders are adept at dealing with any issues which are reported. Because of this, pupils are not worried about bullying and consider that it would be quickly dealt with. A small number of pupils, however, are less confident in reporting unwanted behaviour such as racist or sexist language. Leaders are committed to helping all pupils to understand the value of reporting, and to ensure that pupils are reassured by the swift and appropriate actions that they take in response to such incidents.

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Curriculum and teaching Expected standard

Leaders have an accurate and detailed understanding of the effectiveness of teaching across the school. In many lessons, pupils’ learning is suitably structured and checking for understanding is precise and impactful. Where checking for understanding is most effective, pupils’ knowledge builds securely over time. In other lessons, however, there remains variability in how effective these teaching processes are. Leaders recognise this variability and remain committed to eradicating any differences in the quality of teaching. Their plans are detailed, appropriate and carefully checked for impact, and are starting to take effect.

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Curriculum and teaching Expected standard

The school’s curriculum offers a suitably broad range of subjects and is carefully sequenced to build pupils' knowledge over time. This means that pupils, including those with additional barriers to their education, are readied for their next steps. Ensuring that pupils have strong foundational knowledge, such as in reading, vocabulary and writing, is a constant focus across the school. Staff carefully check if pupils need more help, and ensure that impactful intervention is provided where needed. The development of pupils' oracy means that pupils are able to express themselves clearly and confidently.

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Inclusion Expected standard

The school is quick to identify barriers that pupils may face, and to put in place support to help pupils to flourish at school. Leaders recognise that there remains some variability in how precisely this support is used within the classroom, and continue to strengthen systems and processes to eradicate this difference. Typically, however, vulnerable pupils such as those with additional barriers to their learning, such as pupils with special educational needs and/or disabilities, do well. The achievement of disadvantaged pupils is particularly positive. Pupil premium funding makes a tangible difference to these pupils’ experiences and outcomes.

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Inclusion Expected standard

Pupils are well known by staff, and the school increasingly works with families to build a full picture of each pupil, resulting in highly tailored support. Leaders are, rightly, proud of the work they do to support young carers and pupils known (or previously known) to social care to ensure that they benefit from the same rich and full school experience as others.

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Inclusion Expected standard

Where pupils need modified timetables, or support from alternative provision, these aspects are carefully managed, and always in pupils’ best interests. As a result, the most vulnerable pupils are carefully nurtured and thrive within the school environment.

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Leadership and governance Expected standard

Leaders have a detailed and accurate understanding of the school's strengths. They have identified priorities for improvement which are both appropriate and necessary. This precision has allowed school leaders to develop an improvement plan which is targeted and measurable. Because of this careful approach, they have been successful in improving standards. They have plans in place to continue this positive change.

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Leadership and governance Expected standard

Leaders of the trust and governors share the school’s high ambition for all pupils and meet their statutory duties. Leaders are proactive and use their knowledge of the school to provide targeted support. Similarly, school leaders engage fully in the help provided, as well as seeking partners and agencies to further enhance their improvement work.

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Leadership and governance Expected standard

The school’s continuing professional development is closely aligned with improvement priorities and is valued by staff. Staff at all levels are enabled to refine both their subject knowledge and teaching practice. Where staff may need extra help, the school uses a supportive approach to ensure that the required standards are met.

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Leadership and governance Expected standard

Staff are very positive about working at the school. Leaders are careful to ensure that any concerns or worries are addressed, and that improvement work does not overburden staff. Parents are very supportive of the school. A large majority would recommend the school, and many particularly like the way that the school helps their children develop into mature, kind and thoughtful young adults.

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Personal development and wellbeing Expected standard

Pupils’ wider personal development is systematically developed and is delivered through specific lessons and the wider curriculum. The taught curriculum meets the necessary statutory requirements, including aspects such as respectful relationships and consent and important topics including financial literacy and fundamental British values. Leaders ensure that key aspects such as staying safe are tailored to the needs of pupils and the community and respond to any concerns or incidents that may arise. Pupils’ knowledge of democracy and the rule of law, is, however, less fully developed, and leaders are taking steps to strengthen pupils' understanding.

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Personal development and wellbeing Expected standard

Pupils benefit from an extensive programme of opportunities to develop their talents and interests. Sports and other clubs are popular with pupils, and leaders regularly check involvement to ensure that there is something for everyone, including more vulnerable pupils, such as young carers or pupils with other barriers to participation. Consequently, participation is rising, and this further enhances pupils’ enjoyment of school.

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Personal development and wellbeing Expected standard

Pastoral support is carefully coordinated to ensure that all pupils benefit. Pupils appreciate the care and attention that they receive should they have worries or concerns. Consequently, pupils identify the central pastoral office as one of the most important places in the school.

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Personal development and wellbeing Expected standard

Leaders are continuing to develop the way younger pupils learn about vocational training in order to fully meet the requirements of the provider access legislation. This is already well developed at key stage 4, where frequent careers education enables pupils to learn about their future options. They are knowledgeable about potential jobs and careers that may be available to them after school or college. Currently, work experience for Year 10 is principally online; leaders are working to ensure that future year groups are able to benefit from high- quality work placements.

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

Pupils are very proud of their school. They enjoy the school’s tangible sense of community. Pupils also particularly appreciate the school’s verdant outdoor spaces which provide shade in hot weather, and ample places to play and socialise. These aspects contribute to pupils’ regular attendance, as does the school’s careful support for any who need extra help.

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

Frequent clubs and activities help bring learning to life for pupils. The school productions are a highlight, because they enable pupils to mix across age groups and build new friendships and shared experiences. Trips are valued, with both overseas and local experiences supporting pupils' understanding of the world. Pupils feel safe and welcomed. Pupils are not concerned about bullying and consider that it would be quickly dealt with should it occur. Clear education about respect and the value of diversity helps pupils of all backgrounds, including new joiners, to feel a sense of camaraderie. Despite this, a small number of pupils remain reluctant to report incidents of racist or sexist language. Leaders are committed to helping all pupils to feel able to report this so that the school’s effective systems can continue to support pupils and eradicate this unwanted behaviour.

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

Pupils enjoy their learning. They recognise where it works particularly well, such as across the range of arts subjects, and value both the independence they develop and the progress that they make. Lessons are calm. Pupils are supported to achieve, including those with additional barriers to their learning, such as pupils with special educational needs and/or disabilities. The school is continuing to develop the way that teachers check pupils' understanding. This is increasingly effective in helping pupils to be ready for their next steps.

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Next steps

Leaders should ensure a consistent approach to how staff check pupils' understanding effectively and address gaps in pupils' knowledge to reduce variability. Leaders must ensure that all pupils are confident to report any incident of unwanted behaviour, such as sexist or racist language, so that the school can provide support quickly and effectively. Leaders should further develop pupils' opportunities for work experience and enhance pupils' knowledge of apprenticeship routes so that they are readied to make well-informed decisions about their next steps.

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About this inspection

This school is part of GLF Schools trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Warwick Sharp, and overseen by a board of trustees, chaired by Ian Wilson.

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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 and other senior leaders, including the special educational needs and disabilities coordinator, the designated safeguarding lead, a selection of teaching and non-teaching staff and representatives of the trust and governing body during the inspection.

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About this inspection

The school does not meet 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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Team inspectors:

Marian Feeley, His Majesty's Inspector Chris Parker, His Majesty's Inspector Stephen Cattell, His Majesty's 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 7 July 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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900

Below average The school currently makes use of 5 unregistered alternative provisions.

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900

The inspectors confirmed the following information about the school:

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900

The school has undergone a significant change since the last inspection. The headteacher and another senior leader are new in post since the last inspection.

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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) 44.1% 45.4% Close to average

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national average

2023/24 (final) 37.1% 45.9% 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) 45.0 46.1 Close to average

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national average

2023/24 (final) 46.0 45.9 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) -0.08 -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 (final) 25.0% 25.8% Close to average

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national average

2023/24 (final) 21.7% 25.8% 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 (final) 34.2 34.9 Close to average

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national average

2023/24 (final) 34.1 34.6 Close to average

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national average

2022/23 (final) 30.3 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

2023/24 (final) -0.64 -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

2024/25 (3 term) 8.1% 8.4% Close to average

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national average

2023/24 (3 term) 8.6% 8.9% Close to average

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national average

2022/23 (3 term) 9.1% 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

2024/25 (3 term) 23.7% 23.4% Close to average

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national average

2023/24 (3 term) 25.2% 25.6% Close to average

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national average

2022/23 (3 term) 26.6% 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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