comments from our last reports

  • Pupils thrive at this happy and welcoming school.
  • All pupils benefit from calm classrooms where they can concentrate on their work.
  • Pupils are keen to demonstrate how much they have learned and they are confident in discussing this learning.
  • They are ambitious for what the future holds and they have high aspirations.
  • Leaders’ clear determination and unwaveringly high expectations ensure a culture of continual improvement. Staff and governors are highly committed to this cause. The mantra of ‘no excuses’ is evident throughout the school.
  • Middle and senior leaders check standards in the school carefully. They act on what they learn, putting effective and appropriate staff training in place where necessary. This supports the constant and ongoing development of leadership and teaching across the school.
  • Leaders adapt the curriculum skilfully over time, to ensure that it prepares pupils increasingly well for the future. The appropriately broad range of timetabled subjects is complemented creatively by extracurricular opportunities, including in technology and the expressive arts.
  • Teachers structure pupils’ learning in a way that removes barriers and develops confidence. Well-established learning routines support teachers’ high expectations for pupils’ conduct and engagement with their learning.
  • Leaders make very effective use of expertise in the secondary phase to support the quality of the wider curriculum in the primary phase. Consequently, key stage 1 pupils learn well across a range of subjects.
  • Pupils typically make good progress over time because they know how to improve. They routinely act on feedback about their work, in line with the school’s policy, which develops their knowledge, skills and understanding well.
  • Leaders’ use additional funding successfully to help close achievement gaps for key groups of pupils, such as the disadvantaged and those who have an education, health and care plan.
  • Safeguarding is effective. Staff promote pupils’ personal development and welfare extremely well. Their determined work is supported appropriately by useful systems that ensure concerns are acted on promptly.
  • Staff manage pupils’ behaviour well, using clear and consistent routines. Work to develop pupils’ independence in regulating their own behaviour is ongoing.
  • Leaders have quickly established outstanding provision in early years. Children enjoy learning and are supported well to make good progress. They are prepared well for key stage 1.
  • Students in the sixth form make increasingly good progress over time. High-quality guidance and support prepare them well for the future.

how ofsted inspections work

Ofsted inspects providers across education, children’s services and further education, to report on their effectiveness.

The type of inspection determines factors such as:

  • the number of inspectors
  • the length of the inspection
  • the amount of notice a provider receives
  • what happens during an inspection
  • the content of the inspection report

A typical inspection has at least one inspector visiting the provider and following a framework to report on particular aspects of the provision.

After the inspection, Ofsted releases their findings in a report. These reports are published on the Ofsted website and, in some cases, the provider is obligated to share this report.

The content of the report depends on the type of inspection, but will generally describe the provider, then explain their inspection findings and judgements. This is followed by an overall grade given by the inspector.

How the inspection is carried out depends on the type of provider. Please click on the links below for more information about how Ofsted inspects schools and academies.

guide for parents

  • How and when inspections happen
  • What happens during an inspection
  • What happens after an inspection
  • The effects of Ofsted inspections
  • How to express concerns
click here to view the guide

talking to pupils

  • Why inspectors talk to pupils
  • What inspectors may ask pupils
  • How these discussions take place
  • Making reasonable adjustments
  • Discussing sensitive topics
click here to view the guide

guide for schools

  • How and when inspections happen
  • Conduct during an inspection
  • Information to share with inspectors
  • What happens after an inspection
  • Safeguarding information
click here to view the guide