Gordano School

What Ofsted said

From the inspection on 30 April 2024

Pupils relish learning a breadth of subjects at Gordano School. For instance, most pupils have the opportunity to study French or Spanish in depth, as well as creative arts subjects such as, dance, drama, and art and design. Students in the sixth form thrive. They value the high quality of education that they receive. Pupils with special educational needs and/or disabilities (SEND), enjoy learning at the school. Pupils' achievement is strong. The school offers an array of enrichment opportunities for pupils, including theatre trips and visits to places of educational importance. For example, pupils studying languages visit the British Film Institute to enhance their cultural understanding. Pupils have many opportunities to participate in a wide range of sports, such as netball and rugby. The school has raised its expectations of pupils' behaviour. Typically, pupils behave well. In lessons, they listen carefully, buoyed up by the praise that they receive from their teachers. The learning environment in the sixth form is equally harmonious. During social times, most pupils behave sensibly and in a cooperative manner. They benefit from positive and courteous relationships with staff. Skilled staff provide effective support for the few pupils who, at times, find it more difficult to regulate their own behaviour. Through the curriculum, pupils learn about the importance of kindness and empathy. Many pupils have a strong moral compass. They demonstrate respect for the differences between people.

What the school should improve

• In a few subjects, some teachers do not adapt the delivery of the curriculum consistently well for pupils with SEND. On occasion, this hinders how well some pupils with SEND learn. The school should ensure that, in these subjects, teachers are fully equipped to support pupils with SEND to learn as well as they should.
• The school has not ensured that some pupils fully understand that other pupils require reasonable adjustments to the behaviour policy. This sometimes leads to pupils perceiving that the behaviour policy is applied inconsistently. The school should ensure that the whole-school community understands that equity and fairness underpin its approaches to meeting pupils' individual behaviour needs.

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