Sutton Grammar School, located in Sutton, Surrey, underwent its first inspection as an academy on June 22 and 23, 2022. The overall effectiveness of the school was rated as good, with specific areas such as the quality of education, personal development, leadership, and management also receiving good ratings. Notably, the behavior and attitudes of the pupils were rated as outstanding. The school has not been previously inspected under the Education Act 2005, as it was exempt from routine inspections until November 2020.
The inspection revealed that pupils thrive at Sutton Grammar School, demonstrating enthusiasm for learning and achieving commendable results. The staff maintain high expectations for their students, fostering a safe and happy environment. Parents and carers express overwhelming satisfaction with the education their children receive. The school is characterized by its diversity and inclusivity, with pupils embracing differences and celebrating the rights and opinions of others. They graduate as well-rounded, independent, and ambitious individuals.
In the classroom, pupils exhibit positive attitudes and exceptional behavior, showing respect for both teachers and peers. Outside of lessons, they interact maturely and enjoy each other's company. Instances of bullying are rare, and school leaders promptly address any concerns raised by students. The school offers a wide range of extracurricular activities, and participation is highly encouraged. Pupils take pride in leadership roles and contribute positively to their community.
The leadership team has cultivated a culture of high achievement and respect. The curriculum is ambitious, well-planned, and sequenced, with a strong emphasis on reading across subjects. Subject leaders have carefully considered the content and timing of lessons, ensuring that pupils build on their knowledge effectively. Pupils arrive at lessons focused and eager to learn, displaying high levels of self-control. Those with special educational needs and disabilities receive well-matched support, allowing them to thrive.
Teachers demonstrate strong subject knowledge and effectively use questioning to assess understanding. However, the approach to assessing pupils' learning across the curriculum lacks consistency, leading to some disorganization in pupils' work. The school's assessment and feedback methods are not clearly understood by staff or pupils, which can hinder the learning process.
Leaders prioritize personal development, implementing a comprehensive program that enhances pupils' understanding of the wider world. While pupils appreciate the support available, the careers education and guidance provided do not fully meet the requirements of the Baker Clause, particularly for pupils in Years 8 and 9. Sixth-form students express concerns about the bias towards science, technology, and mathematics in career guidance.
The leadership team, including governors, is well-informed about the school's strengths and areas for improvement. They are actively working on enhancing the curriculum and improving assessment practices. Staff report high levels of job satisfaction and appreciate the support they receive from leaders. The school is recognized as a positive and happy workplace.
The safeguarding arrangements at Sutton Grammar School are effective, with a strong culture of safety. Leaders ensure that staff receive regular training to respond appropriately to safeguarding concerns. The school collaborates with external agencies to provide timely support for vulnerable pupils.
To improve further, leaders must clarify the assessment approach to ensure consistency and understanding among staff and pupils. Additionally, enhancing the careers education provision will ensure that all pupils have equal opportunities to explore a wide range of career options.
