Glenthorne High School

What Ofsted said

From the inspection on 6 January 2026

Leaders and staff are ambitious for all pupils to achieve high standards in their studies, conduct and personal development at this school. Pupils and staff forge courteous and respectful relationships. Pastoral support is highly personalised, helping pupils overcome challenges, attend regularly and feel secure. This creates a sense of safety and belonging for pupils from all backgrounds, including those who access the school's specially resourced provision. The school’s culture of inclusivity is of the highest quality. Leaders have established a high-quality curriculum and ensure pupils benefit from expert teaching. This supports pupils to develop deep, rich knowledge and skills across the curriculum. Pupils enthuse about what they have learned and discuss it with considerable insight. Typically, pupils achieve well in national tests and examinations over time, making strong progress incrementally through the school's curriculum. In the sixth form, students studying A-level courses do particularly well. The school expertly supports pupils to secure ambitious destinations, which are carefully matched to their aspirations. Pupils and students in the sixth form are well prepared to succeed beyond school. Pupils’ conduct is excellent. Their high levels of respect for others and dedication to their learning help to make the school a harmonious community in which pupils flourish. Older pupils act as tremendous role models, including as ‘House Buddies’ and when running societies for younger pupils. The school takes intelligent steps to prevent bullying and deals with it effectively in the few instances where it happens. Leaders are fully informed of the risks that pupils face. Staff respond to any concerns swiftly and with great care to ensure the safety and wellbeing of pupils. The school’s superb, innovative and unique personal development offer includes thoughtful information about how pupils can keep themselves safe from harm.

What the school should improve

• Leaders and those responsible for governance should sustain the effectiveness of their work in areas that are currently having a transformational impact on pupils, including in inclusion and in work to develop pupils’ personal development and wellbeing. They should continue to further strengthen other high-performing areas of the school's work so that these also have an equally positive impact on pupils’ experiences in school.

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