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  • Nonsuch High School for Girls
    Ewell Road
    SM3 8AB
  • Head: Ms Amy Cavilla
  • T 020 8394 1308
  • F 020 8393 2307
  • E
  • W
  • A state school for girls aged from 11 to 19.
  • Boarding: No
  • Local authority: Sutton
  • Pupils: 1,310; sixth formers: 370
  • Religion: Non-denominational
  • Open days: November (Sixth Form)
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Good 1
      • Outcomes for children and learners Outstanding 2
      • Quality of teaching, learning and assessment Good 2
      • Effectiveness of leadership and management Good 2
    • 1 Short inspection 18th January 2017
    • 2 Full inspection 4th July 2013

    Short inspection reports only give an overall grade; you have to read the report itself to gauge whether the detailed grading from the earlier full inspection still stands.

  • Previous Ofsted grade: Good on 30th January 2008
  • Ofsted report: View the Ofsted report

What says..

Parents stress school's focus on preparation and results. ‘They’re fantastic, pushing and pushing and monitoring the children, and obviously want them to obtain A*s and As all the way through,’ said one. Art room with high ceilings and wide windows spills over with colour and interest, from year 7 drawings of portraits of backs of heads (pigtails so detailed that every hair appears to have been accounted for) to attractive wire sculptures...

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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

What the parents say...

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2015 Good Schools Guide Awards

  • Best performance by Girls taking Speech & Drama at an English Grammar School (VRQ Level 2)

School associations

State grammar school

What The Good Schools Guide says


Since 2016, Ms Amy Cavilla BA (40s), following what school terms ‘interim leadership structure’ after the abrupt departure of predecessor.

Educated at Godolphin and Latymer, followed by MFL degree at Leeds, previously taught at Tiffin Girls (was there for 12 years), and comes with fully formed love of girls only education and sympathy with the ideals of grammar schools. Smart, chic (sporting dashing asymmetrical hem to meet parents), she also has two school age daughters of her own. Impressive at open days, combining nice, motherly way with young open day visitors with hands on reassurance for nervy prospective parents. ‘Personally showed a group of parents around which doesn’t usually happen,’ said one. ‘Have only heard good things about her,’ agreed another.

Brings promise of a steadier...

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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
Aspergers 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
Hospital School
Mental health
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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