|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||16 January 2018|
|Address||Broom Road, Teddington, Middlesex, TW11 9PJ|
|Religious Character||Does Not Apply|
|Number of Pupils||1283 (56% boys 44% girls)|
|Number of Pupils per Teacher||19.1|
|Percentage Free School Meals||7.6%|
|Percentage English is Not First Language||9.6%|
Information about this school
This is an above average-sized secondary school, serving a suburban location by the River Thames. Since its previous inspection, it has opened a sixth form. The school meets the current floor standards, which are the government’s minimum expectation for pupils’ achievement at GCSE. Most of the pupils are White British. Many other ethnicities are represented in the school, in relatively small numbers. Fewer pupils than average speak English as an additional language. The proportion of disadvantaged pupils, who are entitled to pupil premium funding, is much lower than the national average. The proportion of pupils who have SEN and/or disabilities is below average. Some pupils attend alternative provision off site. The providers concerned are West Thames College, Malden Oaks and the local authority, which takes responsibility for some pupils who have medical needs. The school receives external support from an education consultant. Teddington School is a standalone academy, overseen by its governing body. The head of school joined in the autumn term of 2017. She is overseen by the executive headteacher, who was the school’s full-time headteacher from 2014 until the summer of 2017. The executive headteacher is also the chief executive officer of the Richmond West School Trust, and oversees two other nearby schools in this role.
Summary of key findings for parents and pupils
This is a school that requires improvement The quality of teaching is very mixed and, overall, is not good enough. The school does not have reliably accurate assessment information for pupils, particularly those in Years 8 and 9. Typically, work set does not challenge pupils sufficiently. Pupils’ behaviour and attendance require improvement. Behaviour in lessons declines when teaching does not capture pupils’ interest. Lessons are then disrupted. Staff are not always sure how to apply the behaviour policy correctly. Pupils make average progress overall. Pupils’ progress is variable and depends largely on the quality of teaching they receive. The curriculum, while broad, does not enable some pupils, who need extra support, to get the qualifications they need. Disadvantaged pupils do not achieve as well as they could. The school’s official self-evaluation is not accurate. It is too generous and underestimates the school’s weaknesses. Governors do not challenge school leaders robustly. They accept leaders’ evaluation of the school without sufficiently questioning it. Provision for pupils who have special educational needs (SEN) and/or disabilities is well managed, but limited. The school has the following strengths Pupils do well when they first join in Year 7. The transition from primary schools is well managed. The new sixth form is good. Students do well in their A-level courses. The new head of school has correctly identified aspects of the school’s work that the school needs to improve. The staff provide and oversee a terrific range of extra-curricular activities for pupils. The school is friendly. Pastoral care is strong. Communication with parents and carers is usually effective. Most parents who responded to the survey would recommend the school.