Claremont High School

Highlights from Latest Inspection

What is it like to attend this school?

Claremont High School successfully strives to prioritise academic excellence while fostering the development of the whole individual, preparing pupils extremely well for their future.

Pupils and adults alike fully embrace the school's values of 'enjoyment, perseverance, aspiration, respect and excellence'. Pupils receive high-quality teaching that enables them to thrive. They thoroughly enjoy attending school, have very strong attitudes to learning and behave extremely well.

As a result, pupils achieve highly, and students in the sixth form excel, particularly in academic subjects. Most students progress to higher education, while some pursue apprenticeships.

...>Pupils benefit from a meticulously designed and well-structured programme for personal development.

The school's motto, 'Take part, get involved and try something new,' is deeply embedded in its culture. Pupils engage in an exceptionally diverse and comprehensively planned 'co-curricular' programme. These include performing arts productions, an extensive range of sporting activities, trips, visits and fundraising for various charitable organisations.

There is something for everyone. Pupil leadership is a priority, with opportunities for pupils to take on roles as head students, senior prefects, subject ambassadors and college captains. Sixth-form students also take an active role in running clubs and make significant contributions to school events, including 'Claremont's Got Talent'.

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

The curriculum is highly ambitious. Content is carefully connected, including between subjects. As a result, pupils are adept at applying previous learning when encountering new content.

For example, in science, older pupils draw on their knowledge of plants and cells in their work on more advanced specialised cellular cells. In English, pupils draw extensively on their drama performances, for example when learning Shakespeare texts.

Teachers have very strong subject knowledge and know pupils well.

They ensure that learning activities fully meet pupils' needs. There are effective processes to check carefully what pupils have learned and to address any misconceptions that arise. High-quality feedback improves pupils' understanding and confidence.

For example, in Year 8 French, through feedback, pupils demonstrate greater confidence in writing sentences using grammar more effectively. In Year 11 drama, pupils demonstrate highly crafted performances when responding to feedback.

Across a breadth of subjects, students are fully engaged with their learning.

They take great pride in producing work of high quality and are adept at evaluating their own work. For example, they expertly review their own performances and quality of movement in physical education.

Pupils with special educational needs and/or disabilities (SEND) are prioritised.

Staff are well trained to recognise needs. When it is needed, they adjust work to cater for pupils' additional needs. As a result, pupils with SEND achieve very well.

Through careful screening processes, pupils who have fallen behind in their reading are supported effectively to catch up. As a result, they become more confident and fluent in their reading. Reading for pleasure is actively promoted, for example through competitions and the use of the library.

Older pupils support younger ones with their reading.

Pupils live up to the school's very high expectations of behaviour. Low-level disruption is never tolerated.

Pupils are highly respectful and courteous to each other. For the few pupils who struggle to meet the school's expectations, the school ensures that appropriate and relevant support is put into place. Incidents of bullying and discrimination are very rare, and the school acts swiftly to handle any issues.

The school promotes high attendance, and pupils are punctual for school. Pupils are clear about the school's rules and understand the consequences of their actions.

The school's programme for personal, social and health education is comprehensive and effective, especially in Years 7 to 11.

Assemblies and visiting speakers support this programme very well. Pupils are able to talk about online safety and the dangers of cyber-bullying. Pupils learn a range of age-appropriate, relevant topics, such as diseases and how these may be prevented.

The careers education programme is well developed. Pupils comment favourably on the support and guidance available to them.

Leaders, trustees and governors have a demonstrable commitment to ensuring that pupils excel academically and personally.

They expertly fulfil their respective roles and maintain robust oversight of the school's work. Staff's professional development is of very high quality. This includes the school's 'associate' shadowing programme for aspiring leaders.

Staff appreciate how the school takes workload into consideration, including by making adjustments to the school calendar. Trustees hold the school to account while supporting the school in its work.

Safeguarding

The arrangements for safeguarding are effective.