Farnham Heath End

What Ofsted said

From the inspection on 7 January 2025

This is a welcoming and happy school. Staff know the pupils very well. They care deeply that all pupils achieve both academically and personally. The trust has supported the school to establish an inclusive and aspirational school culture. This culture is based on high expectations and positive relationships. Pupils are polite and respectful with adults and each other. They behave well, both in lessons and in social time. The school is ambitious for all pupils, regardless of starting points, including those with special educational needs and/or disabilities (SEND). Pupils follow a broad and balanced curriculum. Recent developments to the curriculum mean that learning is well sequenced from Year 7 to Year 11. This helps pupils build their knowledge and skills steadily and securely over time. However, these improvements are not yet reflected in public examination results. Parents and carers appreciate the balance between striving for high academic standards and supporting pupils' personal development. Pupils and parents value the school's extensive extra-curricular programme. Staff ensure that these activities are inclusive. Consequently, the programme provides opportunities for all pupils to nurture talents and interests. It also contributes strongly to the school's community ethos.

What the school should improve

• The school's 'FLOW learning strategy' is not fully embedded. Sometimes, checks do not identify and address when pupils have gaps in understanding effectively enough. This means some pupils do not embed and connect what they have been taught before new content is introduced. The school should continue its work with staff to refine their curriculum implementation, especially their checking of understanding and how they respond to it in lessons.
• Some pupils do not yet consistently develop the strategies they need to manage their own learning, especially when faced with more complex tasks. As a result, some pupils are not able apply their knowledge fluently and confidently. This means they do not make the progress they could. The school should refine its work with staff so they can help pupils acquire the tools and resilience they need in order to approach increasingly challenging learning activities independently and spontaneously.

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