The inspection report for de Stafford School in Caterham, Surrey, conducted on June 12 and 13, 2024, indicates that the school is performing well across various aspects of education. The overall effectiveness of the school is rated as good, which is consistent with its previous inspection grade. The leadership team, including executive headteacher Jeremy Garner and head of school Jeff Place, is part of the GLF Schools Trust, which provides oversight and support for the school’s operations.
The school environment is described as welcoming, with pupils demonstrating good behavior towards each other and staff. Classrooms and common areas are orderly, and staff supervision is vigilant, contributing to a safe atmosphere where bullying is addressed effectively. The school has high educational aspirations for its pupils, and these are generally met, particularly for those who attend regularly. Teachers are dedicated and work hard to support students, fostering positive relationships that enhance the learning experience.
Despite the overall positive environment, the school is actively working to improve attendance, which is currently below the national average. Efforts are being made to encourage better attendance among the minority of pupils who miss school frequently. The school emphasizes the importance of attendance and rewards pupils for good attendance, while also providing support for those who struggle.
The curriculum is well-structured, with a logical progression that builds knowledge over time. Key stage three lays a solid foundation for pupils as they prepare for their GCSEs. The school has made significant improvements in guiding pupils towards taking subjects that contribute to the English Baccalaureate, resulting in a notable increase in participation. Support for pupils needing to catch up in reading is effectively planned and executed, leading to accelerated progress.
Teachers generally exhibit strong subject knowledge and employ engaging teaching methods that maintain pupil interest. They adapt lessons to meet the needs of pupils with special educational needs and disabilities, ensuring inclusion in mainstream classes. However, there are instances where not all pupils fully grasp new concepts before moving on, which can hinder their learning.
The school is focused on improving outcomes for pupils who do not achieve as well, particularly those with attendance issues. Various strategies are in place to support these pupils, including emotional well-being initiatives. While some staff effectively reintegrate pupils after absences, this is not consistently applied across the board.
Behaviour management is another strength of the school, with leaders monitoring pupil conduct closely and taking appropriate action when necessary. Staff consistently praise good behaviour and address any issues, resulting in a majority of pupils adhering to school rules. Pupils requiring additional support for behaviour receive the help they need.
The school provides a well-rounded education that includes personal, social, health, and economic education, as well as relationships and sex education. Pupils have opportunities for spiritual and cultural development, and the careers guidance offered is well-structured, helping pupils make informed decisions about their futures.
The leadership team is cohesive and holds itself accountable, providing effective professional development for staff. Parents express positive feedback regarding the school, particularly in terms of communication. Safeguarding arrangements are effective, ensuring the safety and well-being of all pupils.
To further improve, the school must address the attendance of the minority of pupils who miss school regularly and enhance the support provided to those returning after absences. Additionally, ensuring that all teachers consistently check for understanding before progressing in lessons will help solidify pupils' knowledge and improve overall outcomes.
