Castlewood School

What Ofsted said

From the inspection on 23 June 2026

Pupils at Castlewood are surrounded by something increasingly evident; hope. It can be seen in the way they are welcomed each morning, where the start of the day is calm and flexible, allowing pupils time to settle, read or speak with trusted adults before learning begins. Adults show patience and determination, and pupils are cared for with sincerity and purpose. They come to understand that this is a place where they matter and where their future is something to look towards with growing confidence. Pupils come to feel that they belong. Strong, trusting relationships shape their experience of school. Adults take time to listen and respond with care and consistency. When pupils struggle, particularly at key times of the day, they are supported with calm reassurance that helps them to settle and re-engage in learning. When they succeed, even in small ways, these moments are recognised and built upon. Over time, pupils begin to rebuild belief in themselves as learners. Pupils engage in learning with increasing confidence. They talk about what they are learning and show pride in what they can do. Many describe learning to read, sometimes after long periods of difficulty, and how this helps them feel more confident in lessons. In many subjects, pupils recall what they have learned and see how it helps them move forward. Their achievements are often hard-won and meaningful. Pupils learn how to understand and respect others. They speak thoughtfully about difference, fairness and relationships, including how to stay safe and understand consent. These ideas are reflected in daily interactions and in the way pupils support one another. Pupils feel safe. They know adults will listen and act if something is wrong. Behaviour is generally calm. Pupils recognise that behaviour is not always perfect, but they see that staff help them to return to learning. For many pupils, this school represents a fresh start. They talk about feeling more confident and more positive about their future. This is a school where pupils are learning to achieve, to belong and to hope.

What the school should improve

• Leaders should strengthen the use of assessment so that teachers routinely use information about what pupils know and can do to adapt learning in the moment, ensuring that gaps are identified and addressed quickly across all subjects
• Leaders should continue to improve attendance, particularly for those pupils who find it most difficult to attend regularly, so that all pupils benefit fully from the curriculum and wider opportunities the school provides
• Leaders should secure greater consistency in the delivery of the PSHE and relationships and sex education curriculum, so that all pupils develop secure and detailed knowledge over time

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