Fulbrook School

What Ofsted said

From the inspection on 20 January 2026

Pupils enjoy coming to school. They value that their teachers know them as individuals. Pupils respect that the leaders know their name, their interests and successes. The school has retained its community feel while it has grown to accommodate pupils up to Year 11. Pupils prosper in this safe, respectful place. They know that they are cared for and there are adults who will help them if they need it. Consequently, pupils attend school regularly. Pupils behave well. They respect each other and each other’s right to learn. Lessons are rarely disrupted. If staff need to step in, they do so with consistency and fairness. Pupils understand that it is okay to be different. Bullying is rare. This is not not just because there are swift and serious consequences for this type of behaviour. It is also because pupils themselves do not tolerate any unkind behaviour. Pupils’ acceptance of individual differences is just one example of how well they are prepared for life in modern Britain. Pupils enjoy learning and rise to the school’s high expectations for their achievement. Some pupils join in Year 5 with gaps in their reading and mathematical knowledge. This is reflected in their lower-than-average published outcomes at key stage 2. These gaps close effectively over time. By the time pupils leave Year 11, they achieve GCSE results in line with national averages and are well prepared for their next steps. Pupils with special educational needs and/or disabilities are confident that their teachers understand the challenges they face. They grow academically and personally because they are supported well . Pupils enjoy a broad range of wider experiences. For instance, many participate in the wide range of sporting activity. Others take up new hobbies, such as drama or crochet. Disadvantaged pupils benefit from leaders’ determination to ensure that they access fully these opportunities to enjoy life-defining experiences.

What the school should improve

• Leaders should continue to refine their systems to maintain an accurate understanding of pupils' holistic progress when they attend full time alternative provision. • Leaders should ensure that teachers have the expertise and knowledge to use the information they have about pupils’ needs and learning to adapt their teaching effectively so that pupils learn securely across the curriculum. • Leaders should continue to develop the personal development programme to ensure that pupils develop a deep and rich understanding of key issues that prepare them for life and work in modern Britain

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