Courtlands School

What Ofsted said

From the inspection on 10 February 2026

Being a pupil at this school means learning in an environment, where safety, trust and positive relationships are central. Pupils feel secure with the staff who work with them. Pupils are comfortable initiating social and personal interactions. They show good manners when meeting visitors, reflecting the school’s welcoming atmosphere. Behaviour across the school is typically positive. This allows pupils to focus on activities they enjoy, such as being read to or preparing food. When behaviour escalates, it is managed quickly and safely. Pupils usually return to learning without too much disruption. Pupils know that bullying and unkindness are wrong. They are comfortable telling staff about any examples that they see. Pupils know their voices matter. The newly established school council helps pupils to learn that their ideas can lead to meaningful change. The school meets the needs of most pupils well. Pupils are encouraged to use a range of communication methods to express themselves. Many develop their social and academic skills over time. All have the opportunity to learn to read, write and develop mathematical understanding. Learning is adapted to pupils' different starting points. For example, some practise mark making while others follow phonics daily. This personalised approach helps most pupils to make progress at a pace suited to them, although this is made more difficult when their attendance is low. Some aspects of the curriculum are still developing, so that pupils who are ready to learn a wider range of national curriculum subjects in key stage 2 can do so. Developing independence is an important part of school life. Pupils learn to navigate the local community safely and purposefully. They build confidence when visiting local supermarkets and specialist shops. They practise applying their learning in real-life situations. The experience of being part of a club is built into the school day. Pupils compete in local sports events and enjoy creative outlets, such as construction challenges.

What the school should improve

• Leaders should monitor the impact of the curriculum as it continues to embed across the school. They should maintain a detailed picture of the quality of the curriculum and teaching and use this to target further improvements.
• Leaders should be clear what they want pupils to know and remember about the wider world and the different types of people that they will meet. They should develop teaching approaches to help pupils to retain and build on this knowledge.
• Leaders should develop a more strategic approach to reducing persistent absence. This should be informed by a detailed analysis of the trends affecting pupils with different barriers and disadvantages.
• Governors should gain a detailed understanding of the impact of the school's work upon the attendance, behaviour and achievement of different groups of pupils, including disadvantaged pupils. They should use this knowledge to direct their improvement priorities.

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