Cheam High School

Highlights from Latest Inspection

What is it like to attend this school?

Cheam High School provides a safe, vibrant and welcoming community for pupils. The school's values of respect and responsibility are embedded within the life of the school.

The curriculum is broad and ambitious. Pupils, including students in the sixth form, study a range of subjects and courses that reflect their interests and prepare them well for the next stage of their education. Teachers are highly knowledgeable about their subject areas.

The school has high expectations for pupils' behaviour. Pupils conduct themselves exceptionally well. Pupils feel safe and are well cared for.

They enjoy great relationships with caring and dedicated staff. The school ce...lebrates differences. Discrimination is never tolerated.

Pupils enjoy school and attend well.

The school provides well for pupils' wider personal development. There are many opportunities for pupils to develop their character through the prefect system and a varied enrichment programme.

Parents and carers share positive views about the school's academic and pastoral support. They value the school's nurturing community and the range of extra-curricular activities on offer.

The school has high expectations of pupils' achievement.

Pupils are keen to do well, and many are ambitious for their futures. Their successes are reflected in the outcomes they achieve at the end of Year 11. Across the school, including the sixth form, pupils typically learn well.

What does the school do well and what does it need to do better?

Leaders demonstrate high expectations of all. They have ensured that the curriculum is broad and ambitious with well-thought-out opportunities for staff professional development. Leaders know the strengths and areas to develop in the school with precision.

For instance, systems to check the quality of teaching and support for subject leadership is robust. The school has considered forensically how it can further support disadvantaged pupils' outcomes.

The school has developed a broad and ambitious curriculum.

In all subjects, the curriculum sets out clearly what pupils are to learn. This is sequenced so that pupils, including those with special educational needs and/or disabilities (SEND), build their understanding over time. For example, in geography, Year 7 pupils learn about global climates.

They develop an increasingly sophisticated understanding of the concepts of climate change and sustainability. Students in Year 12 have a deep understanding to draw on in their studies of sustainable management. Pupils demonstrate high quality spoken language skills which promotes precision in their writing.

Teachers have expert subject knowledge and know their pupils well. This includes pupils with SEND who are very well supported to access a challenging curriculum. Staff value the targeted high quality professional development they receive.

Teaching strategies such as questioning, quizzing, modelling and 'do now' tasks build pupils' knowledge and understanding over time. However, checks for understanding and subsequent adaptations to teaching are not consistently effective. This means that gaps and misconceptions are sometimes not identified and addressed quickly enough.

As a result, some pupils do not achieve as well as they could.

Reading and targeted literacy support is prioritised from the moment pupils join the school. This support continues until pupils are confident, fluent readers.

The school uses a range of programmes to ensure that targeted support is delivered by skilled adults. This helps pupils who need support with reading to catch up.

Pupils behave exceptionally well.

Low-level disruption is very rare because the school has clear systems and processes in place which promote high standards of behaviour. Pupils appreciate the many ways in which the school recognises and rewards hard work and engagement in the wider life of the school. Pupils feel a strong sense of belonging and are committed to their education.

Leaders' tenacious approach to supporting pupils who struggle to attend school regularly is having a positive impact. Pupils are provided with a wide range of information about future careers and pathways. Pupils, including those in the sixth form, participate in work experience.

Those who are disadvantaged are well supported to make informed decisions about their next steps through high quality mentoring and guidance.

The school has carefully considered its personal, social, health and citizenship education programme. This enables pupils to develop as curious and informed citizens.

Pupils speak confidently about the importance of leading healthy and active lifestyles. The school promotes spiritual, moral, social and cultural development well through a range of opportunities including concerts, plays and school visits. Pupils are actively involved in planning 'Cheam Fest', a cultural festival that celebrates and champions community and diversity.

However, some students who would benefit from these opportunities do not take part.

Staff are overwhelmingly positive about the support and development they receive. Consideration for their workload and well-being is a priority for leaders and governors.

Governors and trustees are committed, skilled, knowledgeable and equally ambitious for the school. They provide challenge and support in equal measure, championing leaders in their drive for continuous improvement.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

• Sometimes staff do not identify pupils' gaps and misconceptions systematically when checking for understanding. This means that some pupils, including disadvantaged pupils, are not consistently secure in their knowledge and deeper understanding. The school should ensure that all staff have the expertise to identify gaps and adapt learning to support pupils, so they can develop a comprehensive understanding of the subject content taught.