Farmor's School

What Ofsted said

From the inspection on 3 February 2026

Pupils enjoy their learning and typically achieve well. For example, they deepen their knowledge of programming in computing and develop their range of performance techniques in drama. The school’s curriculum and teaching ensure that pupils are prepared for their next steps in education, employment or training. The proportion of pupils securing the qualifications that they need in English and mathematics is consistently above the national average. On the whole, the school successfully reduces barriers to learning and wellbeing for pupils who are disadvantaged or pupils with special educational needs and/or disabilities (SEND). Pupils are proud to attend the school. They have positive relationships with their peers and staff. For instance, many pupils describe the school as being ‘one big family’. Pupils who face barriers to their learning or wellbeing participate well in the day-to-day life of the school. Staff know their needs well and provide suitable support. As a result, pupils with SEND have particularly high attendance. There is a wide range of broader experiences for pupils. Extra-curricular activities include sports, concert band and adventure residential trips. Pupils benefit from these opportunities to develop their wider talents and interests. Pupils attend school regularly and behave well. They show self-discipline and are committed to their learning. Leaders ensure that staff have high expectations of pupils’ conduct. For example, pupils consistently demonstrate the school’s ‘habits of success’, such as cooperating well in lessons. Bullying is rare. When it does occur, leaders ensure that they deal with issues quickly and effectively. Pupils are prepared well for life in modern Britain. They make a positive contribution to the school, the local community and beyond. For example, older pupils help younger pupils in tutor times, and pupils travel abroad to volunteer in countries such as Sri Lanka.

What the school should improve

• Leaders should ensure that teachers consistently identify and close gaps in pupils’ learning, so that they strengthen pupils’ achievement.
• Leaders should ensure that teaching consistently makes effective adaptations to remove barriers to pupils’ learning.
• Leaders should use information about pupils' participation in the personal development programme more precisely to identify priorities and further strengthen its impact.

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