Chislehurst and Sidcup Grammar School has been recognized as a good school following its inspection on December 13 and 14, 2022. The school provides a broad curriculum and a variety of extracurricular opportunities, fostering an environment where pupils are engaged and motivated. Leaders at the school maintain high expectations for student conduct and aim to cultivate informed and compassionate young leaders. The students exhibit politeness, diligence, and pride in their school community.
The curriculum is ambitious, and students appreciate the challenges it presents. They take pride in their work, as evidenced by the high-quality artwork displayed in the school gallery. The extracurricular program is thoughtfully designed to cater to all pupils, offering activities ranging from sports and music to clubs like jewellery making and a lunchtime ‘zen-den’ for relaxation. The school environment is safe, with exemplary behavior observed both in lessons and throughout the school grounds. Staff are well-trained to support students' pastoral needs, and incidents of bullying are rare, with prompt action taken when issues arise.
The school excels in providing a comprehensive and balanced curriculum that meets and often exceeds national standards. All pupils study the English Baccalaureate suite of subjects at GCSE, and sixth-form students have access to a wide range of A Level subjects. The curriculum is structured to help students build knowledge progressively, with logical sequencing that revisits topics to deepen understanding. While low-level disruption is uncommon, effective systems are in place to ensure that learning is not hindered.
In many subjects, students demonstrate a solid grasp of new content and retain knowledge from previous lessons. For instance, Year 12 pupils in English can articulate how themes have evolved over time. However, there are inconsistencies across departments, with some misconceptions not being adequately addressed, leading to gaps in understanding and vocabulary usage.
Teachers possess strong subject knowledge and employ various strategies to identify and address gaps in student understanding. In art, for example, students receive targeted feedback, and sixth-formers participate in peer review sessions. The school emphasizes literacy and reading, with Year 7 pupils undergoing reading assessments to identify those needing additional support, which is provided by the English department.
Leaders have implemented training and strategies to assist pupils with special educational needs and disabilities, ensuring they can access the full curriculum. However, systems to monitor the effectiveness of these strategies are not fully established, which limits leaders' understanding of their impact.
The school’s broader development initiatives are supported by a ‘respect curriculum’ that covers essential topics in an age-appropriate manner. Careers provision is robust, with independent advice and access to various external speakers and organizations. Sixth-form students receive effective support for their future educational and career pathways, including assistance with early applications to competitive courses.
Leaders prioritize the well-being of staff, acknowledging the challenges of workload and maintaining an open-door policy for communication. The safeguarding arrangements are effective, with secure systems in place to identify and support pupils' needs. Staff are well-trained to report concerns, and pupils feel safe and supported in voicing any issues.
To improve, the school should ensure that teaching consistently identifies and clarifies misunderstandings among pupils, enabling them to be adequately prepared for new knowledge. Additionally, leaders need to develop systems to regularly assess the effectiveness of support strategies for pupils with special educational needs, ensuring consistent application across the school.
