Highgate Wood Secondary School

What Ofsted said

From the inspection on 27 January 2026

Pupils feel a distinct sense of belonging at Highgate Wood School. They demonstrate the school’s core values of courtesy, consideration, contribution and cooperation consistently. Pupils behave very well both inside and outside the classroom, showing respect for each other. Staff know, support and care for pupils. Pupils follow the ‘Highgate Wood Way’ closely. This makes the routines clear to pupils and sets out the high expectations leaders have of them. Pupils’ individuality is celebrated. This helps them feel safe and confident to be themselves. Bullying is rare, and, when it does occur, pupils trust staff to address it swiftly and effectively. Pupils benefit from carefully designed curriculums that teachers deliver effectively, including at post-16. A broad range of courses prepare post-16 students for future study and careers. Leaders are ambitious for all pupils, including those with special educational needs and/or disabilities (SEND), and most achieve well. Pupils eagerly explore new talents and interests, from mindfulness practice to cosmology. They embrace leadership roles that allow them to contribute to the school community, such as fundraising for charities. Pupils act as positive role models in form time, discussing sensitive topics like ableism with maturity. Most pupils engage fully with everything the school offers because they enjoy learning, behave well and attend regularly. Inclusion underpins all aspects of the school’s work. Leaders ensure that disadvantaged pupils, pupils with SEND, those known or previously known to children’s social care and pupils facing additional challenges such as young carers receive timely, well targeted support. Teachers address gaps in pupils’ knowledge effectively, enabling them to build a secure understanding across subjects. As a result, pupils typically make steady progress from their starting points and move on successfully to further education.

What the school should improve

• Leaders should ensure that teachers develop pupils' oracy skills so pupils develop the skills to articulate their ideas fully and deepen their understanding consistently across subjects and year groups.
• Leaders should strengthen checks on the curriculum and teaching to evaluate how well pupils, especially disadvantaged pupils, learn, and use this information to target support and review its impact.

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