Cottingham High School

What Ofsted said

From the inspection on 6 May 2026

Cottingham High School provides a caring and supportive environment for its pupils. Positive relationships between staff and pupils develop pupils’ sense of belonging. On the whole, pupils enjoy coming to school. They feel safe and know that there is an adult they can speak to if they have any concerns. Typically, pupils behave well. Pupils enjoy spending time with their friends and in activities, such as playing table football. Pupils are confident and keen to engage in conversation. The school's ‘Thrive Centre’ provides a quiet space that pupils appreciate being able to go to at social times. This includes pupils with special educational needs and/or disabilities (SEND). Pupils are generally respectful of the differences between people. Instances of bullying or the use of discriminatory language are uncommon. Staff deal with these issues swiftly and effectively. Generally, pupils attend school regularly. Most pupils concentrate and work hard. They enjoy a curriculum that is well considered and meets their needs, including those who join the school mid-year. Pupils achieve well, including disadvantaged pupils. For pupils who face barriers to their learning, staff usually make helpful adjustments to teaching for them in class. This ensures that all pupils, including those with SEND, learn the curriculum securely. Pupils leave well prepared for the next stage of their education. Pupils access a range of extra-curricular activities that help to build their confidence and develop their interests. For example, pupils can take part in the orchestra, sports clubs, art club and the school production. Some pupils develop leadership skills through the Duke of Edinburgh award and through roles on the student council. Pupils develop their appreciation of the wider community through engagement with local employers and international trips. Pupils' pride in their local area recently benefitted from them helping to choose street names for a nearby housing development.

What the school should improve

• Leaders should continue to scrutinise and act on data to identify and tackle barriers to attendance, so that there is further improvement, particularly for disadvantaged pupils.
• Leaders should ensure that all teachers use the school's behaviour policy consistently, so that even more pupils become reflective, behave with integrity and cooperate well with others.
• Leaders should strengthen the impact of their work to ensure the curriculum is consistently taught well and that any barriers to pupils' success are swiftly and effectively addressed.

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