Amery Hill School

What Ofsted said

From the inspection on 7 July 2026

Pupils enjoy attending this harmonious and inclusive school. They feel a deep sense of belonging. The pastoral support that staff provide is a significant strength. Pupils know that staff care about them, which helps them to feel safe. They flourish in this nurturing environment. This enables them to achieve well, alongside their peers, as reflected in pupils’ success in public examinations. Pupils benefit from a rich and ambitious curriculum that prepares them well for life beyond school. They value their teachers’ expertise, enjoy learning and take pride in their work. Teachers explain new ideas clearly and help pupils to talk through their thinking, using the school’s approach of ‘think it, talk it, tackle it’. Those who need additional help, including disadvantaged pupils and those with special educational needs and/or disabilities, are included in all aspects of school life. However, some pupils, particularly those who are disadvantaged, do not attend school frequently enough. Pupils behave impeccably and show maturity beyond their years. They demonstrate high levels of respect towards adults and each other. Their attitudes to learning are highly positive. This contributes to the school's calm, orderly and purposeful environment. Pupils focus very well in lessons and are motivated to work hard and succeed. Unkindness or bullying are uncommon. Pupils are confident that staff will quickly and effectively deal with any issues that may arise. Pupils enjoy a huge array of experiences that enrich their learning, develop leadership and broaden their horizons. They take full advantage of the wide range of clubs, including drama, chess and the marine biologists' club. Pupils relish leadership roles, such as serving in the pupil parliament, acting as prefects or as sports leaders. They play an active role in their school and the wider community. A palpable ethos of care and teamwork pervades the school.

What the school should improve

• Leaders should ensure that their attendance strategy reduces persistent absence and improves attendance, particularly for those who are disadvantaged.
• Leaders should ensure that teachers use ongoing checks on pupils’ learning in lessons consistently well and that they use this information to adapt their teaching so that pupils achieve highly across subjects.

Read the full Ofsted report (opens in a new tab)