Halesbury School

What Ofsted said

From the inspection on 10 March 2026

Halesbury School is an oasis of calm. Clear routines and expectations from the start help to ensure that pupils settle quickly into every school day. Staff know the pupils very well. They build positive relationships with pupils, parents and carers to gain a full picture of each pupils’ needs. This is important because of the increasing number of pupils with more complex needs who attend the school. Leaders foster positive relationships with parents. Parents appreciate this. One comment was typical of many when they stated, ‘The staff truly “get” the needs of children and treat every child with respect, patience and understanding.’ Pupils feel safe at this school. This is because leaders make sure that all staff understand the specific vulnerabilities of pupils with special educational needs and/or disabilities who attend. Pupil behave very well because staff manage routines and behaviour consistently. Leaders are robust in ensuring that pupils attend as well as possible. They provide effective support to families to improve the attendance of pupils who need to. Leaders aspire for the very best for pupils, both educationally as well as personally and socially. The school lives out its vision of 'achieve, believe and challenge'. Pupils engage well in and enjoy learning because staff appropriately challenge them. At the heart of this is leaders' work to ensure that every pupil learns to communicate effectively. Staff ensure that pupils use the form of communication that suits them best. Whether this is through gesture, objects, pictures or signing. Leaders focus on preparing all pupils as well as possible for later life. This work starts in early years, where children regularly visit the local community. From Year 7 all pupils take part in regular activity in the community, such as selling ‘jarkits’ at a local market.

What the school should improve

• Leaders should further support staff to ensure that all curriculum subjects are delivered consistently well across the school.
• Leaders should refine the school’s writing curriculum so as there is a more logical sequence to the delivery of important skills and knowledge.
• The governing body should strengthen its oversight of the school's work so that it consistently and robustly supports school improvement.

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