School inspection report
29 April to 1 May 2025
Lady Eleanor Holles School
Hanworth Road
Hampton
TW12 3HF
The Independent Schools Inspectorate is appointed by the Department for Education to inspect association independent schools in England. Our inspections report on the extent to which the statutory Independent School Standards and other applicable regulatory requirements are met, collectively referred to in this report as ‘the Standards’.
Summary of inspection findings
1. School leaders, supported by governors, understand and meet their responsibilities to promote pupils’ wellbeing. Governors visit the school regularly to monitor senior leaders’ actions and ensure accountability in decision-making. By asking probing questions that emphasise continual development and improvement, they maintain a focus on the impact of policies and procedures. Additionally, by reviewing reports and engaging with staff and pupils, governors assess the effectiveness of initiatives and demonstrate effective oversight.
2. Leaders’ ambitious planning, reflective culture and careful consideration of pupils’ wellbeing is a significant strength of the school. Leaders’ actions have resulted in the exceptional and balanced provision of a wide range of curricular and extra-curricular opportunities. Leaders utilise internal and external expertise to review many aspects of school life, for example, by commissioning a research project regarding perfectionism Leaders have a deep understanding of pupils’ needs, make informed decisions and implement adaptations as necessary to ensure a positive and inclusive learning environment for all groups of pupils. This holistic approach helps build pupils’ confidence and self-esteem and ultimately leads to high-quality academic and personal outcomes.
3. A comprehensive and stimulating curriculum and effective teaching strategies cultivate enthusiasm and ambition in pupils. Leaders have intentionally developed these to engage and motivate pupils, sparking intellectual curiosity and encouraging individuality while enhancing social skills. Pupils of all ages are actively involved in their lessons and progress quickly. Many pupils excel in national competitions, including sports, music, essay and theatre awards. Pupils achieve success in public examinations.
4. The personal, social, health, and economic (PSHE) education curriculum includes citizenship lessons and a life advice programme, supporting pupils’ overall personal development. This curriculum is well planned and effectively implemented to cater for the needs of the pupils. Consequently, pupils enhance their social abilities and build confidence and a positive sense of self, equipping them for life in contemporary Britain. Pupils demonstrate empathy and respect for others.
5. Leaders ensure that pupils are well equipped for each stage of their education as they move through the school. The careers programme supports pupils as they prepare to leave school. The programme is primarily centred around university choices and, while effective, does not always consider the benefits of a wider range of pathways, such as apprenticeships, that may be relevant to pupils.
6. Safeguarding procedures are implemented effectively. Staff recognise that safeguarding is a collective responsibility and understand that issues can arise within the school. Comprehensive training programmes for governors, teachers and staff include thorough induction training and continuous support. The vigilant safeguarding team conducts regular reviews and reports to governors, who carefully review patterns and trends.
The extent to which the school meets the Standards
Standards relating to leadership and management, and governance are met.
Standards relating to the quality of education, training and recreation are met.
Standards relating to pupils’ physical and mental health and emotional wellbeing are met.
Standards relating to pupils’ social and economic education and contribution to society are met.
Standards relating to safeguarding are met.
Recommended next steps
Leaders should:
ensure that the careers programme provides pupils with a wider range of options to consider for their next steps after leaving school.
Section 1: Leadership and management, and governance
7. Governors play a crucial role in shaping the school’s policies and systems by actively engaging in oversight and support. Specific committees, such as those focused on compliance, risk and safeguarding, contribute to a comprehensive approach to governance. Governors provide effective guidance, encouragement and challenge to school leaders to ensure they fulfil their responsibilities effectively. In every aspect of school life, leaders possess the skills and knowledge necessary to ensure that the Standards are met.
8. Leaders throughout the school have developed a clear and ambitious vision to provide an educational experience that offers stretch and challenge within a context of high-quality pastoral care. This supportive culture of success for everyone is consistently reinforced and well-known among pupils and staff. Through effective communication, leaders have cultivated an environment that promotes pupils’ personal development, wellbeing and self-confidence alongside academic excellence. Pastoral and academic leaders in the junior and senior schools work together to ensure that the curriculum and school processes are co-ordinated, facilitating a seamless transition for pupils moving from the junior to senior school.
9. Leaders’ development plans are informed through well-considered self-evaluation and a commitment to promoting the holistic development of their pupils. The cohesive leadership team successfully promotes an inclusive community. It empowers pupils to voice their opinions and engage in meaningful discussions, ultimately preparing them for a successful future in an everevolving world.
10. Leaders rigorously analyse pupils’ educational outcomes and gather feedback from all aspects of the school community. This process ensures they are aware of the school’s strengths and areas for improvement, which in turn informs the development of a comprehensive plan to enhance pupils’ emotional and intellectual wellbeing. Leaders have recently introduced a ‘be bold’ lecture series, which aims to challenge perceptions around some of society’s biggest issues, such as in a recent talk on the intricacies of gender identity.
11. Leaders ensure that clear and comprehensive policies and protocols are in place and understood by staff and pupils. These policies align with relevant legislation and are actively implemented throughout the school, fostering a culture of compliance and accountability. Leaders regularly review and update these policies to reflect any changes in guidance or best practices.
12. The school meets the requirements of the Equality Act 2010. The school’s accessibility plan is detailed and includes effective actions to enable all pupils to access the physical environment and the curriculum. Reasonable adjustments are made for those pupils who have special educational needs and/or disabilities (SEND).
13. Essential information is made available to parents primarily through the school’s informative website. Parents are kept well informed about their child’s progress and achievements through parents’ evenings and detailed annual reports. These reports include information regarding attitudes toward learning and clear targets for each subject, guiding improvement efforts.
14. Leaders work closely with a range of external agencies, including those focused on supporting pupils who have SEND and local safeguarding partners. This collaboration informs leaders’ decision-making and ensures a co-ordinated approach to safeguarding pupils’ wellbeing.
15. Leaders possess a thorough understanding of risk management, with awareness of both sector-wide risks and those specific to the school. They recognise the delicate balance between achieving academic excellence and ensuring pupils’ wellbeing. To address potential risks, leaders take measures such as partnering with an external provider to combat perfectionism, which pupils and staff recognise can cause anxiety and ultimately impact their overall wellbeing. Risk assessments, which include those for site management, educational visits and pupil welfare, are detailed and regularly reviewed. All staff receive training in risk assessment, with additional training provided as necessary for specific activities, such as sports or the organisation of overseas trips.
16. A suitable three-stage complaints procedure is available on the school’s website and is implemented effectively. Staff and leaders listen carefully to parents’ concerns and respond appropriately, using clear communication channels and maintaining accurate records. Through reviews of both formal and informal complaints, leaders reflect on opportunities for improvement.
The extent to which the school meets Standards relating to leadership and management, and governance
17. All the relevant Standards are met.
Section 2: Quality of education, training and recreation
18. Leaders regularly review the curriculum to ensure that diverse subjects are offered and that it reflects their aim to build academic excellence. The core curriculum enables pupils to develop their knowledge and understanding across a wide range of subjects as well as in a timetabled enrichment programme. The junior school curriculum is thoughtfully designed to develop skills in numeracy, literacy and science as well as creative subjects. It includes French, Spanish and mindfulness lessons and is complimented by educational visits, workshops and themed days such as ‘animation day’. The diverse programme continues through the school, and pupils in the sixth form can choose from a broad offer that includes classical Greek, product design and Mandarin.
19. Topics within the enrichment curriculum are designed to ignite curiosity, develop essential skills and foster creativity. In the juniors, these are delivered through the ‘curious 6’ programme and include learning Latin and a global citizenship topic. In the seniors, there is a focus on mindfulness, critical thinking and problem-solving. The ‘HALE’ initiative provides richness to the study of humanities, arts, languages and English-related disciplines by recognising their interconnectedness and providing pupils with access to diverse opportunities, such as documentary film-making. Pupils of all ages display a curiosity for new knowledge and readily engage in high-quality discussions.
20. Leaders encourage the enhancement of pupils’ creativity. This begins in the junior school where weekly drama lessons support pupils in improving their self-confidence, teamwork and communication skills. Teaching in these subjects is informed, well-resourced, and effectively tailored to match pupils’ interests and skill levels. As a result, pupils explore theatrical performance, write high-quality plays through the ‘write the girl’ initiative, create sophisticated artwork and develop their musical skills to a very high standard.
21. Lessons across the school are well planned. Teachers use a range of highly effective methods and well-chosen resources to engage and motivate pupils. Lesson planning considers pupils’ abilities and successfully builds on their prior learning. Teachers throughout the school set high academic expectations and use their extensive knowledge of their subjects and pupils’ interests and needs to pitch lessons appropriately. As a result, pupils are intellectually curious and apply considerable effort. They display high levels of self-motivation and make good progress from their starting points.
22. Leaders have developed a robust assessment framework for monitoring pupils’ progress and tailor support to individual needs. Leaders analyse data carefully to pinpoint trends and patterns across different groups and use this to guide their curriculum planning. Specific and focused written and verbal feedback means that pupils know their next steps and how to improve their work. An individual pupil data dashboard ensures that teachers have timely access to helpful pupil information. Furthermore, this enables pastoral information to be monitored alongside academic details. Leaders work hard to foster a positive and supportive learning environment, and staff and pupils are clear about the link between mental wellbeing and academic outcomes.
23. The rigorous procedures for assessing the performance of different groups of pupils mean that the learning needs of pupils who have SEND are identified early. Pupils who have SEND are involved in identifying learning strategies that help them become confident, independent learners. Teachers plan their lessons to meet these pupils’ needs and implement strategies to support them. As a result, pupils who have SEND make good progress from their starting points.
24. Pupils who speak English as an additional language (EAL) receive the support they need. Whilst most are fluent in English when they arrive, bespoke support such as vocabulary lists are available if necessary. As a result, pupils who speak EAL develop their language skills well.
25. Stimulating learning environments, extensive facilities and enthusiastic teachers ensure that pupils throughout the school can access a wide range of extra-curricular activities. The programme includes lectures, competitive and leisure sports pursuits, and a large selection of creative and cultural activities. Pupils demonstrate confidence and a responsible attitude when choosing activities that interest them and in which they develop their skills and knowledge. Attending thought-provoking lectures from diverse public personalities develops pupils’ ability to engage in discussions and ask questions. Often, pupils take the initiative in creating new clubs. As a result, they develop valuable skills in leadership, communication and collaboration while fostering a sense of community and belonging.
The extent to which the school meets Standards relating to the quality of education, training and recreation
26. All the relevant Standards are met.
Section 3: Pupils’ physical and mental health and emotional wellbeing
27. Leaders foster an inclusive environment, promoting respect for others and an acceptance of people’s differences. The enriching curriculum ensures pupils are taught about the ways in which people can be different, for example in terms of religion, disability and culture. Important events are celebrated throughout the school, such as Black History Month and Refugee Week. This approach to education builds sensitively and from a young age. Pupils in the juniors appreciate events such as ‘culture day’, where pupils and staff are encouraged to wear traditional clothes from their culture to school. Older pupils are encouraged to discuss and explore issues related to sensitive topics such as sexual orientation, misogyny and race. Pupils respond positively to these opportunities, show understanding and engage respectfully with others.
28. Assemblies and religious studies lessons develop pupils’ knowledge and understanding of different religions and spiritual perspectives. High-quality teaching engages pupils in the consideration of key moral themes, including concepts such as good and evil, justice and suffering. Opportunities for discussion are extensive, including taking time to identify how religious texts may influence people’s views. As a result, pupils develop spiritual awareness and moral understanding.
29. Leaders have created a supportive environment which encourages the development of pupils’ selfknowledge and self-confidence. Pupils’ views are considered when reviewing the provision, and the time and space for personal reflection are prioritised. This equips pupils with the ability to understand their thoughts and emotions. Through enrichment lessons, such as mindfulness in the juniors, pupils learn various strategies to support and develop their self-esteem and mental wellbeing, including how to build resilience. Supportive relationships between staff and pupils foster a positive culture where pupils feel valued.
30. Staff encourage pupils to be active. Physical health is promoted through physical education (PE) lessons, including games and swimming, and extensive extra-curricular sporting activities that aim to create healthy habits for life. Specialist teaching enables pupils to develop a wide range of physical and sports skills, as well as essential skills such as teamwork and the ability to handle pressure. Pupils can articulate the benefits of exercise for their wellbeing and the principles of having a healthy lifestyle.
31. A comprehensive PSHE programme revisits key themes in greater depth as pupils progress through the school. It covers a range of topics, such as bullying and strategies to promote healthy relationships and positive mental health. Guest speakers and standalone events, for example, ‘neurodiversity week’, supplement teachers’ delivery of the curriculum. Open discussions are encouraged, and pupils are happy to share their thoughts.
32. Relationships and sex education (RSE) in the senior school and relationships education in the junior school meet government guidance. Parents are consulted, and material is shared with them to support learning. Leaders have worked with pupils to ensure that the RSE programme remains relevant to their lives. The programme covers a wide range of topics in which pupils explore friendship and reconciliation, puberty, staying safe at university and challenges that may affect young people growing up in modern society. External providers teach specialist content and provide teachers with tailored age-appropriate resources to meet pupils’ needs.
33. Behaviour in the school is positive, productive and relaxed. Pupils are polite and respectful and, as a result, there is a palpable sense of belonging and community. Pupils are taught about bullying and the forms it can take and understand its dangers well. Bullying rarely happens; however, should behavioural issues arise, leaders and staff use proportionate sanctions and reflection time to help pupils develop their understanding of right and wrong, as well as empathy for others.
34. Governors and leaders take all aspects of health and safety seriously. The estates team maintains the school premises and accommodation effectively. The school undertakes a thorough programme of checks and external audits in relation to fire safety and health and safety. Records are clear and well maintained. Fire drills are regularly undertaken, with record-keeping used to facilitate further improvements. First aid facilities are extensive and well-resourced and provide a welcoming environment for pupils, focusing on providing physical and emotional care and support. The training of staff is systematic.
35. Leadership ensures that pupils are supervised effectively through the appropriate deployment of staff. Supervision levels vary according to pupils’ needs, with areas such as climbing frames receiving additional attention and monitoring. There is a culture of teachers being readily available to support pupils during breaktimes. This contributes to positive behaviour from pupils throughout the school.
36. Admission and attendance registers are maintained in line with current statutory guidance. Leaders promote and monitor attendance rigorously, contributing to high attendance rates. Local authorities are informed whenever pupils join or leave the school at non-standard transition times.
The extent to which the school meets Standards relating to pupils’ physical and mental health and emotional wellbeing
37. All the relevant Standards are met.
Section 4: Pupils’ social and economic education and contribution to society
38. A comprehensive programme of economic education is integrated throughout the curriculum, starting in the juniors. Here, pupils learn about the value of money and begin to understand concepts such as responsible spending and saving. For senior school pupils, tailored financial literacy lessons are included in the enrichment programme. These lessons are designed to include the information that young people need to prepare them for adulthood. For instance, Year 8 pupils learn about online financial scams. This information equips pupils with the knowledge and skills to manage their finances effectively and fosters economic independence.
39. Leaders and teachers cultivate a culture of mutual respect through their interactions with pupils and through planned opportunities within the curriculum. Pupils learn about respect for democratic processes and the rule of law in the classroom and during assemblies. For example, components of the enrichment programme relating to the government and legal system enhance pupils’ understanding of how democracy works. This knowledge is further expanded during themed weeks. These contain a mixture of lectures, debates and discussions, which increase pupils’ knowledge and understanding and help foster mutual respect. Additionally, pupils have opportunities to present ideas to broader audiences, such as when some pupils represented a mental health group at Parliament. These experiences help pupils understand how engagement with political issues can create positive change. Democratic processes are actively practised when pupils vote for prefects and participate in Model United Nations conferences.
40. Pupils receive effective support to prepare them for their next educational phase. The careers programme is well structured and provides extensive guidance for pupils considering university, including institutions in America. It aims to broaden pupils’ understanding and assist them in making informed decisions, particularly regarding subject selection. However, the information offered to older pupils about post-school options lacks depth. They do not receive enough comprehensive details about the various pathways available after school, which can hinder their ability to make well-informed decisions regarding their future paths.
41. The curriculum prepares pupils for life in British society, solidifying their social, political and cultural understanding across subjects. Teachers use opportunities in assemblies and lessons for pupils to question, connect and reflect on social and cultural issues, fostering a sense of tolerance. For example, in music, pupils explore the blues genre; in drama, they discuss the impact of deportation in historical contexts; and in English, they extensively debate characters’ emotional, physical and moral decay within a novel. Teachers ensure that political themes and content are addressed impartially and without bias.
42. From an early age, pupils develop a sense of justice and appreciation of the differences between right and wrong through discussion and debate about complex issues. For instance, during an oracy session in the weekly enrichment programme, sixth-form pupils sensitively discussed the complexities of euthanasia with their male peers from a neighbouring school. Lectures on themes such as unconscious bias and pupil-led ‘what I wish you knew’ assemblies help pupils build empathy and foster positive attitudes.
43. Pupils have numerous opportunities to contribute to the lives of others, both within the school and the wider community. Pupil leaders, including prefects, inclusion champions and digital
representatives, take pride in their roles and proactively communicate with relevant staff. Pupils appreciate that their opinions are valued in the development of the school. Community service, undertaken by all pupils as part of the enrichment programme, includes activities such as litter picking and specific events such as serving Christmas lunch to local elderly residents. A wellestablished culture of supporting others in the wider world results in diverse opportunities for pupils to engage in. Activities range from raising money for pupil-selected charities to involvement in a programme where sixth-form pupils support local primary-school pupils through various activities, including cooking and practising British Sign Language. These collaborative activities help pupils understand collective responsibility.
The extent to which the school meets Standards relating to pupils’ social and economic education and contribution to society
44. All the relevant Standards are met.
Safeguarding
45. The safeguarding policy, which is published on the school’s website, is in line with current statutory guidance and requirements. The leaders responsible for safeguarding are well-trained and coordinate their work effectively. They have a secure understanding of their responsibilities, which they maintain through regular training with external agencies, such as children’s services. This supports their knowledge of local contextual issues and helps create a safe environment for pupils throughout the school.
46. The designated safeguarding governors are experienced and provide appropriate support and challenge. They meet with safeguarding leaders to understand issues, monitor trends and check the effectiveness of any actions. They carry out a detailed annual review and regularly attend assemblies that reference safeguarding issues, such as the importance of good attendance.
47. Safeguarding training is thorough and appropriate for all staff, beginning with their induction. Staff participate in regular online and in-person training, supplemented by regular updates from the safeguarding team. Consequently, staff are well-informed about safeguarding matters, know how to address potential concerns, and are confident in doing so. Leaders and staff take necessary actions regarding any safeguarding issues, including those related to child-on-child abuse, and are aware of the risks linked to extremism.
48. Leaders engage proactively and collaboratively with key external agencies. They seek advice and work together to handle concerns as necessary. A positive culture of referrals exists throughout the school, including in relation to understanding how to raise concerns about members of staff. Staff are confident in using the school’s electronic system and document concerns promptly, and leaders respond swiftly and appropriately. Careful record-keeping, consistent communication with pastoral teams, and heightened awareness contribute to the effective safeguarding of pupils.
49. Leaders prioritise a culture of listening by providing multiple channels for pupils to raise concerns, including anonymously. Opportunities for pupils to express their concerns include speaking to a trusted adult, using worry boxes, and online tools. The curriculum, reinforced by assemblies, encourages pupils to talk with teachers if they have concerns. Pupils recognise and use these channels and express confidence in the support they receive.
50. The PSHE programme, which includes life advice lessons, helps pupils understand how to keep themselves safe, including online. Pupils are not allowed to use mobile phones during the school day, which reduces the possibility of online bullying. Furthermore, they receive regular guidance on online issues, such as managing screen time and preventing digital dependency. Suitable internet filtering and monitoring systems are in place. The safeguarding team monitors these systems, and they are regularly tested for their efficacy. Swift and appropriate action is taken in the event of any inappropriate use.
51. Staff responsible for safer recruitment procedures demonstrate secure knowledge, ensuring that procedures meet statutory requirements. They carry out all required pre-employment checks in a timely fashion. The single central record (SCR) of these checks is maintained accurately and checked regularly by leaders, including governors.
The extent to which the school meets Standards relating to safeguarding
52. All the relevant Standards are met.
School details
School Lady Eleanor Holles School
Department for Education number 318/6002
Registered charity number 1130254
Address Lady Eleanor Holles School Hanworth Road Hampton TW12 3HF
Phone number 020 8979 1601
Email address office@lehs.org.uk
Website www.lehs.org.uk
Proprietor The Lady Eleanor Holles School Limited
Chair Mr David King
Headmistress Mrs Rowena Cole
Information about the school
53. Lady Eleanor Holles School is an independent day school. It is registered as a school for female pupils. It is located in Hampton in the outer suburbs of south-west London. A Christian foundation, it welcomes pupils of all faiths or none. The school is a registered charity of which its governors are trustees. The junior school shares many senior school facilities. The current headteacher took up post in September 2023.
54. The school has identified 134 pupils as having special educational needs and/or disabilities (SEND). There are no pupils in the school who have an education, health and care (EHC) plan.
55. The school has identified English as an additional language (EAL) for 232 pupils.
56. The school states its aims are to provide girls with a distinctive education that prepares them to take their place at the table, in the room and in the world, in their chosen sphere. It gives its pupils the courage, capability and confidence to make their mark on the world, and to lead fulfilling lives with integrity, ambition and a strong sense of moral purpose. It fosters a culture that supports every pupil to achieve excellence and success, both shared and individual, to be fulfilled, and to have significant impact in every way she chooses.
Inspection details
Inspection dates
29 April to 1 May 2025
57. A team of eight inspectors visited the school for two and a half days.
58. Inspection activities included:
observation of lessons, some in conjunction with school leaders
observation of registration periods and assemblies
observation of a sample of extra-curricular activities that occurred during the inspection
discussions with the chair and another governor
discussions with the headteacher, school leaders, managers and other members of staff
discussions with pupils
visits to the learning support area and facilities for physical education
scrutiny of samples of pupils’ work
scrutiny of a range of policies, documentation and records provided by the school.
59. The inspection team considered the views of pupils, members of staff and parents who responded to ISI’s pre-inspection surveys.
How are association independent schools in England inspected?
The Department for Education is the regulator for independent schools in England.
ISI is approved by the Secretary of State for Education to inspect independent schools in England, which are members of associations in membership of the Independent Schools Council.
ISI inspections report to the Department for Education on the extent to which the statutory Independent School Standards, the EYFS statutory framework requirements, the National Minimum Standards for boarding schools and any other relevant standards are met.
For more information, please visit www.isi.net.
Independent Schools Inspectorate
CAP House, 9-12 Long Lane, London, EC1A 9HA
For more information, please visit isi.net