Ursuline High School Wimbledon

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy being part of the school community. Pupils feel safe and supported because of strong relationships between staff and pupils.

Leaders and staff aim to nurture pupils' unique talents and interests. Pupils relish the wide range of clubs and societies on offer.

Staff have high expectations of pupils.

This includes pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils. Pupils, including those in the sixth form, are committed to their learning and achieve well.

Teachers encourage pupils to connect their learning to the world around them.

Pupils discuss complex issues, such as climate change and soci...al justice, with confidence and maturity. In a few subjects, leaders have not planned the curriculum as carefully. This means that, on occasions, some pupils do not learn and remember as much as they could.

Governors and leaders pay great attention to pupils' well-being. Pupils show respect and kindness towards each other. Bullying does not happen often.

When it does happen, staff deal with it well.

Pupils embody the school motto of 'serviam'. Pupils define this as developing the gifts and talents of individuals for the common good.

Sixth-form students help younger pupils to explore their career options. Pupils are confident and ambitious for their futures.

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

Leaders have developed an ambitious curriculum that includes a broad range of subjects.

They provide a curriculum which prepares pupils very well for life in modern Britain. For example, in English and music, pupils study works from a wide range of cultures. In science and geography, pupils enjoy discussing global issues, such as climate change.

In Years 7 to 11, most subjects are planned thoroughly. This ensures that pupils' understanding develops well. However, in a few subjects, leaders have not thought as carefully about what it is they want pupils to learn and remember.

Sometimes, this means that teachers' use of assessment does not focus sharply on the specific things that all pupils should know. As a result, pupils find it harder to remember key concepts that they have covered in class both recently and in previous years.

Leaders are skilled in identifying and supporting pupils with SEND.

Staff know how to support pupils well. This support enables pupils with SEND, including sixth-form students, to access the curriculum. Leaders make sure that weaker readers get effective extra help.

Pupils' joy in reading is evident. They told inspectors about the regular visits from different authors, for example, and how these inspire them to read more.Pupils listen to staff well and learn from one another.

Lessons are calm and purposeful. Leaders help pupils who find it difficult to manage their behaviour. Exclusions are rare.

Pupils attend well and arrive promptly at school.

Leaders are committed to pupils' well-being. A well-qualified team provides excellent support for pupils' mental health.

Pupils know they are cared for. Leaders listen to pupils and act on their feedback. For example, pupils contribute to the school's work on relationships and sex education.

The result is a well-planned personal, social, health and economic (PSHE) programme.

Staff and leaders provide a huge range of clubs, societies and educational visits. They make sure that all pupils can access the opportunities on offer.

Pupils enjoy taking part in music lessons, theatre trips and The Duke of Edinburgh's Award, for example. Leaders provide a structured programme of careers guidance. Pupils can learn about the world of work and their options.

For example, they have visits from different employers and attend talks by leaders from a range of careers. Leaders and staff aim to nurture pupils' ambition from the beginning of their time at the school. By the time they leave, pupils have clear and bold plans for their future.

Teachers in the sixth form expect the very best from their students. They use their subject expertise to check students' understanding and deepen their knowledge. Students write and speak with maturity, explaining their learning in depth.

They understand and use technical and specialist vocabulary, including in vocational subjects. Students have lively debates and discussions in lessons such as PSHE. Teachers check pupils' understanding of important knowledge, for instance what they have learned in relationships and sex education.

Students told inspectors that this gives them confidence to speak up about issues that matter to them.

Knowledgeable governors support and challenge the school with rigour. Like the school's leaders, they care about pupils' well-being and find out about pupils' experiences of the school.

This commitment to well-being extends to teachers. Teachers enjoy working here because they feel valued by leaders.

Safeguarding

The arrangements for safeguarding are effective.

Leaders are knowledgeable about the local risks to their pupils. They work closely with external agencies, including the police, to keep pupils safe.

Leaders and carefully selected external partners provide high-quality training to all staff.

Staff know how to deal with any concerns about pupils. Leaders make sure that these are recorded and followed up promptly.

Teaching about healthy relationships begins as soon as pupils join the school and continues until students leave the sixth form.

Leaders use information from their surveys of pupils' views to shape the guidance provided in the curriculum. Pupils understand how to keep themselves safe outside of school and online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, leaders have not planned the curriculum as precisely.

This means that teachers are not fully clear on the key knowledge that all pupils must learn. Sometimes, teaching does not identify and revisit the knowledge and concepts that pupils need to be secure with. Leaders should strengthen curriculum planning in these subjects so that teachers know exactly what all pupils need to learn and can check that pupils have understood this learning well.