Huish Episcopi Academy

What Ofsted said

From the inspection on 6 May 2026

Pupils are proud to attend Huish Episcopi. Older pupils, including students in the sixth form, say the culture of the school has been transformed in recent years. It is now a happy, positive and safe environment where pupils thrive. The school’s core values of respect, ambition and resilience are modelled by staff and mirrored in pupils’ behaviour. Any incidents of bullying are dealt with quickly and effectively. Pupils are confident to report any worries or concerns to trusted staff. They feel part of a valued community. Pupils want to be in school, so attendance has improved. Pupils are enthusiastic about their education. They learn a well-planned, knowledge-rich curriculum. Typically, they benefit from high-quality teaching which allows them to make good progress from their starting points. Published national outcomes for the end of key stage 4 show that pupils, including those who are disadvantaged, achieve well. A high number achieve a grade 4 or above in mathematics and English, which prepares them well for their next steps. Students in the sixth form progress successfully on to their chosen destinations in education, employment or training. Pupils benefit from an extensive range of carefully tailored, enriching opportunities. For example, pupils enjoy the challenge of winning a golden ticket and earning the chance to attend a reward trip. The trust’s pupil charter provides annual experiences for pupils to enjoy. Leaders ensure these are varied and accessible for all. Many pupils participate in extra-curricular clubs which include chess, choir and music ensemble, and many different sporting activities. Pupils learn about the value of giving to others with regular charity events. There are many opportunities to develop leadership responsibilities such as being in the school council or taking on the role of a sports leader.

What the school should improve

• Leaders should ensure that teachers consistently design highly effective learning, and routinely ensure pupils understand this learning, so that any needs or gaps in pupils' knowledge are addressed swiftly and successfully.
• Leaders should ensure that all pupils, including pupils with special educational needs and/or disabilities, develop detailed and secure foundational knowledge, particularly in handwriting, spelling and oracy.
• Leaders should ensure that pupils’ overall attendance, and that for pupils with SEND and those that are disadvantaged, continues to improve, and that the number of pupils who are regularly absent reduces further.

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