Glebelands School in Cranleigh, Surrey, underwent an inspection on March 21 and 22, 2023, and received an overall effectiveness rating of good. The school provides a well-structured and broad curriculum that effectively prepares pupils for their future endeavors. Students express enjoyment in attending school and demonstrate positive attitudes both in lessons and throughout the school environment. They value the diverse range of enrichment and extracurricular activities available, which contribute to their personal development and the acquisition of new skills and interests.
The school prioritizes pupil safety through robust safeguarding measures and a pastoral curriculum titled ‘Learning for Life.’ This initiative fosters a respectful community where pupils are taught to appreciate diverse opinions and beliefs. Instances of bullying are infrequent, and when they do occur, pupils feel confident that staff will address the issues promptly and effectively. The school also maintains strong connections with local secondary schools and a sixth-form college, providing mentoring opportunities that help pupils explore their future options and aspirations. Leaders are committed to broadening horizons for all students, including those with special educational needs and disabilities, through various cultural trips and career education.
Leaders and governors at Glebelands School have high expectations for all pupils and have developed a well-designed curriculum that meets the needs of diverse student groups. Staff are equipped with the necessary knowledge to deliver the curriculum effectively, ensuring that pupils perform well in examinations. The special educational needs coordinator plays a crucial role in supporting staff to understand and cater to the needs of pupils with SEND, enabling them to make secure progress.
Teachers actively monitor pupil understanding and retention of knowledge, using this information to address any gaps in learning. The careful sequencing of the curriculum in most subjects supports effective teaching and learning. However, there are areas where this approach is not yet fully embedded, which can hinder some pupils' learning over time. Leaders are aware of these gaps and are working to strengthen the curriculum delivery.
The school has made significant efforts to support pupils who have fallen behind in reading, helping them become confident and fluent readers. The Learning Resource Centre is well-stocked with engaging books that promote a love of reading among students. Transition support for post-16 courses is well-structured, providing pupils in Years 10 and 11 with valuable career advice and guidance. However, this support does not extend to younger pupils, and leaders recognize the need to address this gap.
The ‘Learning for Life’ curriculum, along with well-organized assemblies and enrichment programs, contributes to the broader development of pupils. They engage with important topics such as equality and tolerance, fostering an inclusive school environment. Leaders are knowledgeable about the school’s strengths and areas for improvement, and they have established plans for ongoing development. Staff feel valued and supported, and governors actively engage with the school to enhance their understanding of its operations.
The safeguarding arrangements at Glebelands School are effective, with clear procedures in place for identifying and reporting safeguarding issues. Leaders collaborate with external agencies to ensure that pupils and families receive necessary support. The school’s single central record is well-maintained, and recruitment practices are thorough. Pupils are educated on recognizing risks and feel confident in reporting concerns, knowing they will receive appropriate support. Overall, Glebelands School demonstrates a commitment to providing a safe and nurturing environment conducive to learning and personal growth.
