Chase High School

What Ofsted said

From the inspection on 27 January 2026

Pupils at Chase High School typically demonstrate the school’s values: ambition, resilience and kindness. Pupils understand the clear expectations of how they should behave. Most pupils successfully strive to meet them. Pupils aspire to gain a wide range of rewards. They know that if they have any worries, they can share them. For example, pupils use ‘tell us’ boxes to report concerns, sometimes on behalf of others. Staff take prompt, effective action to address issues, including any bullying, so pupils feel and are safe. Pupils are well prepared for adulthood. The personal development programme teaches pupils how to stay safe and healthy. They learn about the importance of equality and diversity. Pupils enjoy a wide range of clubs, from e-sports to music and drama. There are opportunities for pupils to develop leadership skills. Pupils encounter visitors from a range of careers. They learn about the world of work. This means that pupils have the information they need to make informed choices about their next steps. Staff know the needs of pupils. They work, with increasing effectiveness, to reduce pupils’ barriers to learning. If pupils need support to improve their attendance, wellbeing or readiness to learn, staff work closely with them to provide the help they need. This helps pupils come to school more often and enjoy school, including learning. When teaching is most effective, pupils learn well. However, teaching, as leaders are aware, is not consistently effective. Pupils read competently, but some do not yet write well enough. As a result, although leaders’ actions have improved the curriculum and teaching, pupils frequently do not achieve highly enough in national tests and examinations in key stages 4 and 5.

What the school should improve

• Leaders should strengthen how strategies for pupils with barriers to learning are implemented consistently well, enabling staff to identify needs quickly and adapt support effectively so barriers are addressed swiftly and securely. • Leaders should guide teachers to use what they know about pupils’ needs and starting points to teach concepts and skills clearly and consistently, so pupils experience high-quality learning. • Leaders should improve pupils’ achievement, both in terms of their foundational knowledge and their attainment and progress in national tests and examinations. • Leaders should help teachers give pupils clearer guidance on how to improve their writing, so pupils build the confidence and skills they need to write well in every subject. • Leaders should build on current systems by understanding more clearly what stops pupils attending, so they can act strategically to help attendance improve further. • Leaders should ensure careers education is better aligned to pupils’ needs to strengthen their confidence and social skills, helping them understand the steps they can take towards future opportunities. • Leaders should refine the post-16 curriculum and range of qualifications on offer, ensuring teachers are well equipped to deliver these effectively so that students’ achievement improves.

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