Forest Hall School

What Ofsted said

From the inspection on 10 February 2026

Pupils are proud of their school and the friendly, welcoming community. They speak highly of the care and support they receive. They feel safe and well looked after, including many who join the school later in their secondary education. Most pupils show positive attitudes to learning. They know that Forest Hall has high expectations. They want to do well. The school spots barriers to pupils’ learning and works promptly to remove them. Many pupils, including the most vulnerable, achieve well from their various starting points. However, some pupils do not achieve as well as they should. This is because they are absent too often. These pupils also miss the extensive personal development opportunities on offer in school. Respectful relationships are embedded in daily school life. Pupils typically behave extremely well. When, occasionally, a few pupils’ behaviour does not meet the high expectations set, they are supported effectively to improve. Bullying is rare and managed appropriately if it happens. Vulnerable pupils and late joiners quickly grow in confidence and self-esteem. They, including disadvantaged pupils and those who have faced previous disruption to their education, settle well alongside their peers. Pupils speak confidently about fundamental British values such as democracy and the rule of law. They appreciate individual differences in society and in the school community. The challenges of social media and online misinformation are well understood. Pupils enjoy taking on leadership roles. They value the chance to build leadership skills and to contribute to school life, for example through the student executive team. A well-planned programme of educational visits enriches pupils' learning. The curriculum combines effectively with a thoughtfully implemented careers education programme. Pupils build a secure knowledge of the range of post-16 options open to them. This includes hearing directly from visiting employers, colleges and training providers. They leave the school well prepared for their next steps in education, employment or training.

What the school should improve

• Leaders should ensure that, across subjects, staff check pupils' understanding of the content they are taught systematically, so that gaps in learning and misconceptions are addressed quickly.
• Leaders should review their attendance strategies to ensure that they are reducing persistent absence as intended. They should act promptly to make changes when they are not.
• Leaders should continue to deepen their analysis of the range of information the school holds to sharpen further the precision and effectiveness of improvement actions taken.

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