Fosse Way School

What Ofsted said

From the inspection on 20 January 2026

Most children's experiences of the early years are too varied. They do not receive an appropriate curriculum in all areas of learning and do not succeed in their education. Leaders are improving the early years provision. However, the impact of their actions is not yet evident. Fosse Way is highly inclusive. Meeting pupils’ individual needs and celebrating their achievements are at the centre of the school’s work. Leaders prioritise developing pupils' communication and language skills as well as their preparedness for adulthood. This ensures that most pupils do well academically and personally. This is especially the case in the sixth form, where students succeed as individuals. Pupils benefit from consistent routines, such as 'breakfast time', which promote their successful start to the school day. They greet adults warmly as they arrive each morning. Pupils’ happiness is also evident in their high attendance. Pupils embody the school's high expectations of behaviour and learning. They readily apply the school’s approach of ‘Ready, Respectful, Safe’. Highly effective pastoral support, including a range of therapies, ensure that pupils become resilient and grow in confidence over time. Pupils learn how to keep safe in and beyond school. For example, they gain detailed knowledge about the key factors that shape healthy relationships. Pupils are clear that harassment and discrimination are unacceptable there. They are confident that staff will address any bullying or harassment swiftly. Pupils benefit from extensive experiences to broaden their horizons and build their confidence, for example through the Duke of Edinburgh's Award and working for the on-site café. LEGO club is just one of many clubs to enjoy. Typically, primary- and secondary-age pupils learn the wide-ranging and ambitious curriculum well. They build secure foundations in their learning in reading, writing and mathematics. Many rise to the high expectations set for them across the curriculum. Everyone learns important life skills, including how to cook. When pupils leave, all progress on to college, further education and training or employment.

What the school should improve

• Leaders should continue to improve the quality of provision for children in the early years so that teaching and the curriculum prepares children for the next stage of their education by ensuring that: the curriculum and teaching is sufficiently focused on the prime areas of learning; the learning environment supports children’s development effectively, and that staff use it effectively; staff have the expert subject knowledge they need to deliver the curriculum consistently well; and staff understand how to, and do, provide children with high-quality and meaningful interactions and enough opportunity to practise new learning.
• Leaders should ensure that across all curriculum pathways, sequences of work and high-quality assessment enable teaching to consistently build on what pupils know already so that pupils master curriculum content consistently well and achieve highly across the curriculum over time.

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