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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 [email protected]
  • W
  • A state school for girls aged from 11 to 19.
  • Boarding: No
  • Local authority: Sutton
  • Pupils: 1,521; sixth formers: 450
  • Religion: Non-denominational
  • Open days: Sixth Form Open Evening: November; Entry to Year 7: July
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Good 1
      • 16-19 study programmes Good 1
      • Outcomes for children and learners Good 1
      • Quality of teaching, learning and assessment Good 1
      • Personal development, behaviour and welfare Good 1
      • Effectiveness of leadership and management Good 1
    • 1 Full inspection 25th May 2021
  • Previous Ofsted grade: Good on 3rd July 2013
  • 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...

Read review »

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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School associations

State grammar school

What The Good Schools Guide says


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

Educated at Godolphin & Latymer, MFL degree at Leeds, previously taught at Tiffin Girls’ (there for 12 years). 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 has two school age daughters. Impressive at open days, combining nice, motherly way with young visitors with hands on reassurance for nervy 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 hand at the tiller (reinforced by federation with Wallington High School for Girls)....

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Please note: Independent schools frequently offer IGCSEs or other qualifications alongside or as an alternative to GCSE. The DfE does not record performance data for these exams so independent school GCSE data is frequently misleading; parents should check the results with the schools.

Who came from where

Who goes where

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
CReSTeD registered for Dyslexia
Dyslexia Y
English as an additional language (EAL)
Has an entry in the Autism Services Directory
Has SEN unit or class
HI - Hearing Impairment Y
Hospital School
Mental health Y
MLD - Moderate Learning Difficulty
MSI - Multi-Sensory Impairment
Natspec Specialist Colleges
OTH - Other Difficulty/Disability
Other SpLD - Specific Learning Difficulty
PD - Physical Disability Y
PMLD - Profound and Multiple Learning Difficulty
SEMH - Social, Emotional and Mental Health Y
SLCN - Speech, Language and Communication
SLD - Severe Learning Difficulty
Special facilities for Visually Impaired
SpLD - Specific Learning Difficulty
VI - Visual Impairment Y

Interpreting catchment maps

The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.

Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.

For help and explanation of our catchment maps see: Catchment maps explained

Further reading

If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.

Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.

Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.

*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.

The 'hotter' the colour the more children have been admitted.

Children get into the school from here:

most years
quite often
sometimes, but not in this year

Who came from where

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