Christ's College, Guildford

Christ's College, Guildford

Address: Larch Avenue, Guildford, Surrey, GU1 1JY Unique reference number (URN): 142490

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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

Leaders' commitment to inclusion means that all pupils are supported well to achieve. Pupils' attainment in national examinations is broadly in line with national averages. Disadvantaged pupils achieve outcomes that are in line with their peers nationally. Pupils, including those with special educational needs and/or disabilities, build up secure knowledge of what they have been taught. They are able to talk confidently about their learning. Pupils also demonstrate their positive attitudes to learning through the quality of their written work and verbal responses.

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Achievement Expected standard

Leaders' support to address pupils' gaps in reading, writing and mathematics is effective. This enables pupils to better access their learning across their subjects. Likewise, this helps to ensure that they secure important knowledge for life. As a result, pupils are well prepared for their next steps.

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Curriculum and teaching Expected standard

The school provides a broad and ambitious curriculum for all pupils. This is well organised so that the important knowledge pupils need to learn builds over time. As a result, pupils are prepared well for their next steps. Leaders have an accurate understanding of the quality of curriculum and teaching in the school. They know where strengths in teaching lie and where further improvements need to be made. As a result, leaders provide professional learning that helps staff to make improvements where they are needed. For example, leaders have focused on strategies to develop inclusive practices within the classroom, and these are widely seen in lessons as a result.

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Curriculum and teaching Expected standard

Leaders identify the pupils who need extra help with reading and mathematics. For example, they receive successful extra help to catch up. This may be both in lessons and outside of them. Leaders ensure that teachers know pupils' learning needs, including any specific barriers to learning pupils face due to additional needs or disadvantage.

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Curriculum and teaching Expected standard

Teaching is generally effective. In most lessons, teachers have expert subject knowledge and use the agreed classroom approaches. For example, they explain ideas thoughtfully and give instructions clearly to help pupils. However, in some lessons, learning is not matched as well as it could be to pupils' needs. As a result, pupils do not always deepen their understanding as well as they could.

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Inclusion Expected standard

Inclusion is at the heart of Christ's College's ethos. Leaders identify pupils' barriers to learning swiftly by assessing pupils' needs. As a result, staff put strategies in place to help pupils, including those with special educational needs and/or disabilities. These strategies include in-class support or extra help outside lessons. Leaders provide teachers with helpful information so that they know their pupils well. Likewise, leaders ensure that an effective training programme gives staff the right skills. The school works with external agencies so that pupils receive well-chosen support. Leaders and staff show commitment to all pupils. They provide effective support for disadvantaged pupils. Leaders use pupil premium funding to reduce pupils' barriers to learning. A large scale coaching programme supports this work. The school's transition programme helps all pupils to feel included. For instance, all Year 7 pupils take part in the

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Inclusion Expected standard

annual school production. Leaders' work with the local authority's virtual school is effective. Staff see all pupils as individuals, including pupils who are known, or previously known, to social care. They ensure that these pupils have the support they need to thrive.

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Inclusion Expected standard

Leaders use alternative provision sparingly and appropriately. They have close oversight of the pupils who are attending such provision.

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Leadership and governance Expected standard

Leaders align decisions with the school's vision 'leading with love, learning with purpose'. Leaders, including the trust and those responsible for governance, have a secure understanding of the school. They know its strengths and priorities for continued development well. Leaders have taken swift action to raise standards. This includes their work to continue to improve attendance.

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Leadership and governance Expected standard

Those responsible for governance fulfil their statutory responsibilities to a high standard, including those relating to safeguarding. They offer appropriate challenge to support leaders. In particular, they ask precise questions to inform themselves of the school's work. The trust monitor the wellbeing of leaders. They make sure they receive the support they need. The school is a valued member of the Christian community through its work with the diocese.

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Leadership and governance Expected standard

Leaders have high expectations of all pupils. They make decisions in pupils' best interests. This includes pupils who face other barriers to learning and/or wellbeing. This inclusive school considers their needs carefully and with precision.

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Leadership and governance Expected standard

Staff are proud to work at this school. They feel well supported and listened to by school leaders. Likewise, staff value leaders' approach to wellbeing. Leaders have taken valuable steps to manage workload. Staff have access to a carefully designed programme of professional development. This blends the ability to take external qualifications with evidence-informed training and wider support. As a result, staff develop secure knowledge. Teachers in the early stage of their careers are supported well by leaders.

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Personal development and wellbeing Expected standard

Leaders promote pupils' personal development through the school's inclusive culture. The personal development programme is well planned and makes a meaningful contribution to pupils' lives. Pupils learn about relationships, citizenship and wider societal issues in an age- appropriate way. Leaders ensure that the curriculum's content responds to local needs. Pupils understand how to keep themselves safe, including online. They have trusted adults at school and feel confident in the support which is on offer when needed. Pupils typically understand the fundamental British values. Many pupils speak with enthusiasm and confidence about respect for differences between people. The trust and Diocese support this work.

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Needs attention

The school provides pupils with a broad and inclusive enrichment offer. Pupils enjoy opportunities to engage in sports, arts and a wide variety of other clubs and trips. Pupils enjoy these and use them to broaden their knowledge of the world and themselves. Leaders ensure that all Year 7 pupils take part in the school's annual production. Such inclusive events reflect the school's commitment to building a sense of belonging. Pupils also appreciate the range of trips and residentials on offer. Pupils have recently visited Germany and Iceland. They speak positively about the school's annual retreat, where each year group has a day to help them reflect on their wellbeing and personal lives.

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Needs attention

Staff listen to pupils' views about the school. Pupils are proud to have leadership roles and to help shape the school. For example, most recently they have worked with leaders to reduce the length of lessons.

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Needs attention

Careers education is a significant strength. Staff offer bespoke guidance for individual pupils. Deep employer links help them to make informed decisions about their next steps. As a result, most pupils leave with confident plans for their future.

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Attendance and behaviour Needs attention

Some pupils do not attend school frequently enough. Leaders have an accurate and detailed understanding of barriers to positive attendance in the school. They work with families and external agencies to break down these barriers and raise attendance. Pupils receive mentoring to support their attendance. This, and other work, is starting to show impact. Despite this, too many pupils currently miss lessons. They do not benefit fully from the offer the school provides. Recent improvements need more time to embed.

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Attendance and behaviour Needs attention

Leaders have created a compassionate and caring school culture. The school's vision 'leading with love' is at the heart of daily life. Bullying and unkindness are not tolerated. Pupils' behaviour is orderly and purposeful. Leaders have embedded behaviour expectations that staff and pupils understand. Pupils follow behaviour routines positively. Staff reinforce these rules so that routines are embedded in daily practice. They appreciate the calm environment. Pupils who need additional support with their behaviours receive coaching. As a result, suspensions are decreasing.

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

Pupils are proud of their school. Staff have high expectations for pupils. Pupils show positive approaches to their learning and to school. They behave well in lessons and during breaktimes and lunchtimes. Pupils socialise well together. When bullying occurs, it is dealt with. As a result, pupils feel safe and benefit from positive relationships with each other and staff. Pupils who contribute positively to the school community are recognised for this. There is a wide range of clubs, trips and school events. The school listens carefully to pupils' views. Leaders are proactive in responding to this feedback. Leaders are taking steps to improve attendance, but over time some pupils have not attended well enough. Rates of persistent absence are broadly in line with average levels. However, this is not the case for all groups. Disadvantaged pupils attend less regularly than their peers. Too many of these pupils are persistently absent. Leaders work closely with

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

parents and carers to remove the barriers that prevent pupils from coming to school regularly. This approach has led to some improvements. However, leaders recognise that further work is needed to ensure that more pupils attend school regularly.

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

Overall, pupils achieve well and enjoy their learning. Those who need extra support are given a range of bespoke opportunities. Pupils, including disadvantaged pupils and those with special educational needs and/or disabilities, build their knowledge and skills well over time. The curriculum is ambitious and teaching is planned in a logical order. This helps pupils to learn successfully.

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Next steps

Leaders should ensure that rates of absence and persistent absence, particularly for disadvantaged pupils, reduce further so that pupils maximise their opportunities for learning and benefit from the school's wider opportunities. Leaders should ensure that improvements to teaching, including the checks made on what pupils know and remember, are embedded across all subjects. Leaders should ensure that the personal development curriculum is consistently impactful, leading to pupils being able to apply a broad and secure knowledge of aspects across personal, social, health and economic education to their daily lives.

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About this inspection

This school is part of The Good Shepherd trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Paul Kennedy, and overseen by a board of trustees, chaired by Yvonne McLeod.

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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

This inspection took place from 15 to 16 September 2026.

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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 pupils, school staff, trust and school leaders, trustees and a representative of the local governing committee during the inspection. They also spoke with a representative from the diocese.

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Team inspectors:

Neil Strowger, Ofsted Inspector David Stevenson, His Majesty's Inspector Vicky Essex, 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 15 September 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. 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?

This school is registered as having a Christian religious character. The school's most recent section 48 inspection took place in November 2022.

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What does this mean?

The school makes use of 7 unregistered alternative provisions.

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What does this mean?

The school has undergone a significant change since the last inspection. The school appointed a new principal, Matthew Goulborn, who took up their post in January 2025.

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What does this mean?

Headteacher: Matthew Goulborn National average: 1,063

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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. National average: 14.0%

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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) 36.4% 45.4% Close to average

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national average

2023/24 (final) 44.4% 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) 42.5 46.1 Close to average

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national average

2023/24 (final) 47.9 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) 0.01 -0.03 Close to average

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national average

2021/22 (final) -0.12 -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) 24.1% 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) 33.5 34.9 Close to average

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national average

2022/23 (final) 31.2 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) -0.83 -0.57 Close to average

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national average

2022/23 (final) -0.77 -0.57 Close to average

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national average

2021/22 (final) -0.57 -0.55 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) 9.2% 8.4% Close to average

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national average

2023/24 (3 term) 9.2% 8.9% Close to average

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national average

2022/23 (3 term) 10.1% 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) 26.5% 23.4% Close to average

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national average

2023/24 (3 term) 24.9% 25.6% Close to average

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national average

2022/23 (3 term) 30.8% 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.

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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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Urgent improvement

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