High Grange School

What Ofsted said

From the inspection on 16 June 2026

As per the school's ethos and approach, pupils are consistently taught and supported to be adaptable in their thinking, develop their communication skills and secure their emotional wellbeing (ACE). The school does this well. As a result, the barriers that pupils face to their learning and/or wellbeing are systematically addressed over time. Pupils are thoroughly prepared for life beyond the school. They develop the skills and knowledge needed to understand what autism is, what this means for them and to become active members of society that make a positive contribution. The school's detailed knowledge and understanding of pupils' needs lead to highly positive behaviour in and around the school. Education staff and experts from the extensive multidisciplinary team work seamlessly together to ensure that pupils receive the academic and specialist support that they need. As a result, pupils enjoy their time in school, attend regularly and have highly positive relationships with adults. They thrive within the caring and supportive ethos that leaders have created. Pupils are kept safe and feel safe. Bullying is rare and is dealt with robustly should it occur. Pupils develop resilience and are supported to find their voice. They are encouraged to, and are eager to, make a positive contribution to their school community. They are quick to highlight to leaders when they believe their views have not been considered on important decisions that affect them. Pupils develop their interests, talents and confidence through an extensive and inclusive enrichment offer. Pupils attend a wide range of clubs, events, competitions and community experiences, which contributes strongly to their personal development. Over time, pupils achieve highly. The school has a strong track record of supporting pupils to gain qualifications and accreditations. Academically, the school performs very well. School records show that the overwhelming majority of pupils are meaningfully engaged in education, employment or training when they leave school. Leaders track this over time to ensure that former pupils continue to thrive.

What the school should improve

• The school should continue to develop its curriculum for early reading and writing, including for phonics and handwriting, so that gaps in pupils’ essential knowledge are consistently identified and addressed quickly at an early stage.

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