Egerton High School

What Ofsted said

From the inspection on 28 April 2026

Egerton High School provides a safe and supportive place where adults understand pupils’ needs and help them to engage with learning. For many pupils, this support makes a positive difference to how they manage their emotions and behaviour, especially when they feel anxious or unsettled. Pupils are safe in school and know which adults they can talk to if they need help. Pupils experience a calm and settled environment in school. Clear routines and familiar adults help pupils feel secure and ready to learn. Pupils behave sensibly around the school, and adults step in quickly to support pupils if difficulties arise. This helps learning to continue and supports positive relationships between pupils and staff. Pupils take part in lessons and activities that reflect their needs and interests. Staff adapt learning so that pupils can take part in small groups, through practical activities or with additional emotional support. Pupils also take part in trips and visits beyond the school, such as visits to art galleries, museums, sporting venues and theatre trips. Pupils said they particularly enjoyed these experiences, which help them build confidence and see new opportunities beyond the school. These experiences, alongside the school’s wider work, support pupils to develop the skills and confidence needed for their next stages of education, employment or training. Leaders are increasingly focused on ensuring that pupils are well prepared for post-16 provision, with many moving on to appropriate destinations that meet their individual needs. However, many pupils do not attend school regularly. When pupils are absent for long periods, they miss learning, routines and opportunities to build relationships with others. This means they do not benefit consistently from what the school offers, including the preparation for their next steps.

What the school should improve

• Leaders should improve their oversight and analysis to better understand the impact of their work to support pupils and students in the post-16 provision.
• Governors should strengthen their approaches to checking and challenging the quality of the school's provision so that identified priorities lead to clear actions, consistent follow up and sharper accountability.
• Leaders should continue their work to improve attendance for all pupils, and students in the post-16 provision, so that they attend school more regularly.
• Leaders should ensure that feedback is used consistently so pupils, and students in the post-16 provision, address misconceptions, respond to guidance and improve the accuracy and depth of their work over time.

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