Nonsuch High School for Girls A GSG School
- Nonsuch High School for Girls
- Head: Ms Amy Cavilla
- T 020 8394 1308
- F 020 8393 2307
- E firstname.lastname@example.org
- W www.nonsuchschool.org
- A mainstream state school for girls aged from 11 to 19
- Boarding: No
- Local authority: Sutton
- Pupils: 1313
- Religion: Non-denominational
- Open days: November (Sixth Form)
- Review: View The Good Schools Guide Review
- Current Ofsted grade: Good on 4th July 2013
- Previous Ofsted grade: Good on 30th January 2008
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
It’s good to see a range of less traditional GCSEs on offer, photography among them (some stunning images in school magazine) and, unusually, astronomy. School has its very own dome, open to local societies, in a secure, passworded building, where...
What the school says...
A popular and highly successful selective school for girls. The school benefits from state-of-the-art laboratory and ICT facilities - and even has its own astronomy dome. An innovative project with David Lloyd Leisure has given girls access to superb sporting facilities on site. The arts flourish at Nonsuch too; curriculum choices to A-level include 6 languages, music and drama. ...Read more
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2015 Good Schools Guide Awards
- Best performance by Girls taking Speech & Drama at an English Grammar School (VRQ Level 2)
State grammar school
What The Good Schools Guide saysIt’s good to see a range of less traditional GCSEs on offer, photography among them (some stunning images in school magazine) and, unusually, astronomy. School has its very own dome, open to local societies, in a secure, passworded building, where budding Sir Patrick Moores troop for their own Sky at Night sessions. Not all the girls...
Since September 2016, Ms Amy Cavilla, previously teacher of modern languages at The Tiffin Girls' School.
Jane Burton is the executive headteacher of the Nonsuch and Wallington Education Trust, which includes Nonsuch High and Wallington High.
Anything these girls do, they do not just well, but very well indeed. Exam results - 83 per cent A*/A grades at GCSE and 87 per cent A*-B (55 per cent A*/A) at A level in 2016 - put them towards the top end...
Special Education Needs
A pro-forma is sent out to teachers and parents of prospective pupils in Year 6 requesting information relating to SEN. This practice ensures effective continuity of provision as well as yielding valuable knowledge about potential difficulties or pastoral issues. The progress of girls with known special educational needs is reviewed termly, generally in November, February and June. Some girls may warrant closer monitoring and therefore have a monthly review. All departments, in addition to year teams, have a mandatory agenda item of ‘Pupils Causing Concern’ so that both academic and pastoral needs are monitored regularly. Initial testing for dyslexia is provided in school. Initiatives are developed for supporting individual pupils and arrangements made for any further testing so that applications for special consideration can be made for public examinations. The school liaises closely with the Educational Psychologist who provides valuable professional advice on those girls with special needs. Regular discussion takes place with staff concerned throughout the school and particularly through the school’s well-established pastoral system. Most importantly, communication is maintained with parents so that strategies for monitoring pupils with special needs are clearly understood by both home and school. All students diagnosed as having an SEN have Individual Education Plans that are subject to termly review. Parents are invited to attend review meetings and each student is withdrawn from a single period to enable the appropriate attention to be given to the review process. After review, a new IEP is drafted with appropriate targets. A Guide for Students and Parents of girls with dyslexia is available. Those girls requiring extra enrichment for dyslexia benefit from a lunchtime session. Alterations have been made to the school buildings to make them more accessible to students and other visitors with physical disabilities. A lift and a platform lift have been installed and toilets have been adapted. The school is large, housed in six buildings, three of which are detached from the rest. Both the new and old parts of the school have three floors and there are a number of staircases and steps to negotiate. Support is provided for students whose first language is not English. 09-09
|Condition||Provision for in school|
|ASD - Autistic Spectrum Disorder||Y|
|Attention Deficit Hyperactivity Disorders||Y|
|CReSTeD registered for Dyslexia|
|English as an additional language (EAL)|
|Has an entry in the Autism Services Directory|
|Has SEN unit or class|
|HI - Hearing Impairment|
|MLD - Moderate Learning Difficulty|
|MSI - Multi-Sensory Impairment|
|Natspec Specialist Colleges|
|OTH - Other Difficulty/Disability|
|Other SpLD - Specific Learning Difficulty|
|PD - Physical Disability|
|PMLD - Profound and Multiple Learning Difficulty|
|SEMH - Social, Emotional and Mental Health|
|SLCN - Speech, Language and Communication|
|SLD - Severe Learning Difficulty|
|Special facilities for Visually Impaired|
|SpLD - Specific Learning Difficulty|
|VI - Visual Impairment|
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Careers intervention used by this School
|Future Foundations||McKinsey Leadership Academy: practical work skills, networking, leadership etc etc|