Eckington School

What Ofsted said

From the inspection on 24 March 2026

Pupils begin the day in a calm and orderly way. They greet staff and one another politely, creating a positive atmosphere from the moment they arrive. Pupils say the school has improved significantly and that they now feel safe throughout the day. They value the visible presence of staff in corridors and social spaces, which reassures them that adults respond quickly if help is needed. In lessons, pupils behave responsibly and follow established routines so learning can begin quickly. They settle promptly, listen carefully and show positive attitudes to learning. However, pupils' experiences of learning vary across subjects. While some pupils recall prior learning well and can explain how new learning builds on what they already know, this is not consistent across the school. In several subjects, gaps in pupils' knowledge remain, and learning does not always build securely over time, impacting on how well pupils achieve. Where teaching is more consistent, pupils make stronger progress, but this is not yet the case for all pupils. Pupils with special educational needs and/or disabilities typically achieve well. They value adjustments such as time-out passes, movement breaks and sensory tools, which help them to take part fully in lessons. However, some differences in achievement remain between subjects. Pupils say bullying is uncommon. They understand how the school deals with different types of bullying and trust staff to handle issues sensitively and effectively. Pupils enjoy the wider opportunities available to them. They take part in clubs, sports, creative activities and the Duke of Edinburgh's Award. Older pupils value leadership roles and opportunities to support younger pupils. Assemblies, tutor time and personal, social, health and economic lessons help pupils think about their futures and how they can contribute to the school community. Students in the post-16 provision describe it as welcoming and supportive, helping them prepare for their next steps. Across the school, pupils feel that they belong. They say staff know them well, support them when needed and want them to succeed. While pupils feel positive about their experience, differences in learning between subjects mean that not all pupils are yet as well prepared for the future as they should be.

What the school should improve

• Leaders should ensure that the design of learning activities helps pupils to think deeply, explain their ideas and build on their learning across all subjects.
• Leaders should establish a consistent approach to assessment and feedback so that pupils understand how to improve their work and are given sufficient opportunities to do so.
• Leaders should secure clear expectations for teaching across the school so that all staff understand and apply the agreed standards that have been set out.
• Leaders should ensure that adaptive teaching is used reliably in all lessons so that well-judged adjustments enable every pupil, including those with special educational needs and/or disabilities, to access the curriculum and achieve well.
• Leaders should work to close the gaps in older pupils' foundation skills and understanding off different religions and faiths so they achieve well in all areas.

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