Carterton Community College

What Ofsted said

From the inspection on 14 April 2026

The school welcomes pupils with a wide range of needs and backgrounds. This includes pupils who are refugees, those from service families and a relatively high proportion of pupils with special education needs and/or disabilities (SEND). Staff successfully support pupils socially and emotionally, something which both pupils and the majority of parents and carers understandably value. One parent, reflecting the views of many, commented, 'The school's pastoral support has been amazing for my children. The school is always on hand to listen to my concerns and offer support.' Relationships between pupils and staff are generally positive and constructive. Pupils typically act with care, consideration and respect towards each other and towards staff. Many pupils enjoy school and feel safe. If there is any bullying or other issues, the majority of pupils are confident to raise their concerns with staff. Pupils know that these will be dealt with quickly. These positive dimensions to the school do not currently extend to pupils' learning. Too often, expectations of what pupils will achieve are low. Pupils with additional barriers, such as those with SEND and disadvantaged pupils, do not make enough progress through the curriculum. This is because often they do not receive the right support in lessons. Pupils' examination results are, overall, significantly below national averages. Some pupils become disengaged with school and learning. Too many pupils do not attend regularly enough. Pupils learn about key aspects of life in modern Britain to support them in the future. They have secure knowledge about how to keep themselves safe and the characteristics of positive and healthy relationships. Pupils' understanding is inconsistent in other areas, however. While they are supported to move on to positive next steps after leaving school, especially beyond Year 13, the advice and guidance that the school provides is not fully effective.

What the school should improve

• Leaders must ensure that teaching and the curriculum meet pupils' needs fully and consistently, including for pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils, and so raise pupils' achievement rapidly, including in examinations at the end of key stages 4 and 5.
• Leaders must address gaps in pupils' knowledge and basic skills in numeracy, reading and writing effectively to support their learning across the curriculum.
• Leaders must raise pupils' rates of attendance, especially pupils with SEND and disadvantaged pupils, and strengthen pupils' engagement with school and with their learning.
• Leaders should sharpen their actions to improve the school further so that they focus on the most important priorities first, ensuring that leaders and governors evaluate progress robustly so that improvements are made at the right pace and are sustained.
• Leaders should improve the design and delivery of the personal development programme, including careers education, so that pupils develop secure knowledge of all aspects and get the full range of advice and guidance that they need.

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