Epsom and Ewell High School

What Ofsted said

From the inspection on 24 March 2026

Many pupils enjoy their learning. They typically achieve well, including in their examinations at the end of key stage 4 and key stage 5. Disadvantaged pupils and those with special educational needs and/or disabilities (SEND) receive the help they need to access the curriculum. A dedicated centre provides a nurturing space where pupils succeed personally and academically. Those attending the specially resourced provision for pupils with SEND achieve well from their starting points. However, inconsistencies in the quality of teaching mean that the experiences of pupils across the curriculum are too varied. Some pupils' attitudes to learning vary. Some staff do not apply the expectations for behaviour consistently well. Others have low expectations for how pupils should behave. Consequently, some pupils become disengaged in their learning. The vast majority of pupils conduct themselves well around the school. Pupils feel safe and are confident that any concerns they report to staff will be dealt with quickly. This includes the rare instances where bullying may happen. Some pupils do not attend as well as they should. This is particularly the case for disadvantaged pupils. Most pupils have positive relationships with their peers and staff. These are particularly positive in the sixth form. Nurturing staff in the specially resourced provision for pupils with SEND help pupils to participate fully in all aspects of school life. The school provides effective wellbeing support for pupils who need it. Many pupils benefit from the wider opportunities that exist beyond the classroom. For instance, pupils develop their talents and interests in the many clubs on offer. Educational visits provide pupils with cultural experiences, including trips to art galleries, museums and theatres. Pupils develop a secure understanding of personal safety, including how to remain safe online. However, pupils' knowledge of fundamental British values is less secure.

What the school should improve

• Leaders should raise their expectations for pupils’ behaviour and conduct and ensure staff apply the agreed behaviour expectations consistently.
• Leaders should strengthen their actions to support further improvement in pupils' attendance, including for disadvantaged pupils.
• Leaders should ensure that the school’s agreed pedagogical approaches are consistently applied and highly effective teaching is embedded across the curriculum so that all pupils learn well.
• Leaders should evaluate the impact of the personal, social and health education curriculum to ensure that pupils have a secure understanding of fundamental British values and the protected characteristics. This is to ensure that pupils are prepared well for life in modern Britain.

Read the full Ofsted report (opens in a new tab)