Headlands School

What Ofsted said

From the inspection on 19 May 2026

Pupils feel well cared for at this school. They know that staff will quickly offer them help and support when needed. Staff model the behaviours and values that the school community expects. Pupils know what is expected of them and what support is available to help them meet these expectations. While pupils generally enjoy their lessons, they do not achieve as well as they should, including students in the sixth form. Pupils typically build their knowledge and skills over time through a logically ordered curriculum. Teachers usually check that pupils understand what they are learning. Despite this, some pupils develop gaps in their knowledge that are not addressed quickly enough. As a result, they are not as well prepared for their next steps in education as they should be. Pupils typically receive support to overcome any barriers to learning and wellbeing that they face, including those who are disadvantaged and those with special educational needs and/or disabilities. However, pupils do not attend school as regularly as they should. Too many are persistently absent, meaning they miss important learning and wider opportunities. Pupils understand and follow the school's rules. They generally feel these rules are fair and understand why staff issue sanctions when rules are broken. This contributes to a calm and orderly environment. Bullying is rare. Pupils are confident that staff will deal with it quickly if it happens. Pupils appreciate the recognition they receive for positive conduct, such as vouchers to 'skip the line' at lunchtime or to use at a local cinema. There is a wide range of opportunities for pupils to explore their interests and talents beyond the classroom. For example, pupils can join a fishing club or take part in a sailing trip to the Isle of Wight. Leaders provide a well-designed careers programme that helps pupils plan for their next steps after school.

What the school should improve

• Leaders should continue to improve teaching across the school, ensuring that staff identify and address gaps and misconceptions in pupils’ learning so that pupils build secure knowledge and skills over time.
• Leaders should ensure that their renewed approaches to attendance have the intended impact on reducing pupils’ absence, taking swift action when needed, especially for pupils with special educational needs and/or disabilities who are persistently absent from school.

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