Crofton School

What Ofsted said

From the inspection on 3 March 2026

Pupils are happy at school. They feel safe and know who to go to if they have a concern. This is because of the warm and trusting relationships between pupils and staff. Pupils feel valued and trust that the school will support their wellbeing. Disadvantaged pupils do not achieve as well as they could. Inconsistencies in teaching mean that they do not secure the knowledge that they need. This is because the school’s strategy to support these pupils is still in the early stages of being implemented by leaders and staff. Leaders recognise this and have focused on improving the outcomes for these pupils. Pupils experience a broad curriculum. It is well sequenced and ambitious for pupils across subjects. Pupils are well informed about the choices they make for GCSE. They recognise how this prepares them for life after school. Pupils with special educational needs and/or disabilities receive the support they need to succeed. Leaders and staff identify needs quickly. These pupils then benefit from adaptations in lessons which help them to achieve well. Pupils behave well. They are polite to each other and to staff. Pupils speak positively about their school and describe how it has improved. They appreciate the work of staff. Pupils say that bullying is rare. When it happens, leaders deal with it effectively. Pupils understand why it is important to attend school well. Pupils, including those who are disadvantaged, now attend in line with national averages. Pupils enjoy leadership opportunities. These include being school council members and the eco leaders. Pupils influence school policy, including, for example, changes to the school uniform. Residential trips and a visit to Paris are appreciated by pupils. Pupils also raise money for charity, planning activities themselves and choosing the causes they support.

What the school should improve

• Leaders should ensure that the school’s work to improve teaching is embedded consistently across the school so that all pupils, including those who are disadvantaged, secure the learning as intended.
• Leaders should ensure that strategies to support disadvantaged pupils are implemented consistently by teachers so that any barriers to learning are reduced and these pupils achieve well.
• Leaders should develop teachers’ checking for understanding so that gaps in pupils' knowledge are identified promptly and addressed before new learning is introduced.
• Leaders should ensure that approaches to checking the quality of the school’s work are used routinely and effectively to evaluate teaching and curriculum implementation, and that any aspects that need development are acted on swiftly to secure sustained improvement.

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