Kepier

What Ofsted said

From the inspection on 16 June 2026

Pupils are safe and happy, and feel a sense of belonging at Kepier. They show kindness, tolerance and respect towards adults and each other. Pupils conduct themselves very well across the school. They are able to learn in calm, productive classrooms. Pupils enjoy working towards earning their rewards. Bullying is not tolerated at this school and is dealt with quickly and effectively. Most pupils enjoy coming to school. However, a minority of pupils do not attend regularly enough. Pupils are eager to achieve during their time in school. Pupils benefit from subject curriculums that have been well designed so that they learn sequentially over time. Typically, pupils are taught well. However, in a minority of lessons, teachers do not consistently check what pupils know before they move on to teach new curriculum content. Pupils with special educational needs and/or disabilities (SEND) benefit from adaptations that have been tailored to meet their needs. These pupils achieve well from their starting points. Pupils, including those who are disadvantaged, generally attain close to their peers nationally at the end of key stage 4. However, a minority of pupils do not attain as highly as they could. Pupils, including those who are disadvantaged and those with SEND, are fully included in the school community. They value taking part in a range of clubs such as robotics, archery, dance or song writing. Pupils shape the offer available to them so that it fully captures their interests and talents. Pupil leaders take pride in their roles. The eco-team is dedicated to reducing the school’s carbon footprint. Buddies and sports leaders encourage their peers to get involved in the wider activities available to them. Pupils benefit from regular opportunities to engage with businesses, local employers and colleges. These opportunities shape their aspirations and prepare them very well for their next steps in education, employment or training.

What the school should improve

• Leaders should ensure that teachers check precisely on what pupils can do to ensure that new learning builds carefully on previous knowledge across all curriculum subject areas to prevent pupils having gaps in their knowledge.
• Leaders should ensure actions taken to improve attendance and reduce persistent absence are monitored and evaluated carefully to ensure that all pupils are supported to attend school regularly to fully benefit from their education and achieve well.
• Leaders should ensure that their professional learning programme precisely reflects the school's improvement plan objectives, so that staff are prepared and equipped to contribute to school improvement priorities across all areas of the school.

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