Brockhill Park Performing Arts College

What Ofsted said

From the inspection on 20 January 2026

Pupils at Brockhill Performing Arts College are articulate and thoughtful young people. They value the support they have been given to ‘be themselves’. The wide offer for the performing arts allows pupils to flourish. It provides many pupils, including those who are disadvantaged, with opportunities that they may not ordinarily have access to outside of school. Pupils benefit from the school's broad curriculum. It enables them to study subjects that interest them. As a result, pupils enjoy learning. For example, as part of the school’s working farm, pupils benefit from lessons in animal management and agriculture. Although some pupils do not achieve as well as they could in national examinations, the range of vocational qualifications helps to prepare pupils well for the next steps in their education. Pupils with special educational needs and/or disabilities benefit from adaptations that are made to their learning. This helps them to access the school's ambitious curriculum. Leaders invest heavily in the personal development of its pupils. This includes an extensive list of clubs as well as cultural and sporting trips locally and abroad. The school carefully monitors attendance at clubs and trips to ensure that all pupils benefit fully from this offer. Pupils learn the importance of helping others through weekly collections for the local foodbank. Pupils behave well in lessons and during social times. They demonstrate positive attitudes to their learning. Leaders have high expectations for pupils’ conduct. These expectations are implemented well by staff. Pupils show respect for their teachers and visitors. The calm environment means that pupils feel safe in school. Where instances of bullying are reported, the school’s restorative approach ensures that these are handled well. As a result of the school’s focus on attendance, pupils attend regularly.

What the school should improve

• The school should continue its work to ensure consistency in teaching approaches, including adaptations for pupils with special educational needs and/or disabilities, to ensure that all pupils can achieve well overall, including in national examinations. • Leaders should continue to improve checks on learning in lessons so that teachers know what pupils have learned before moving on to new or more detailed learning, including in the sixth form.

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