Montrose School

What Ofsted said

From the inspection on 1 October 2024

Montrose School is an inclusive and welcoming place to learn. Pupils say that everyone matters. They enjoy positive relationships with staff and value the nurture and support they receive when they need it. Pupils are happy and safe here. The school is ambitious for every pupil to have a good education. Staff help pupils understand the school's high expectations by being effective role models. Pupils behave well. They strive to show the school's 'RESPECT values'. For those who may find this more challenging, staff provide sensitive and constructive support. Pupils enjoy the enriching experiences the school provides. These include residential trips, visits and history days. The use of the locality is woven through the curriculum. For instance, pupils visit the local war memorial to bring history to life. Links to the university raise pupils' aspirations. Pupils appreciate the many sporting and musical opportunities. These help to nurture their interests and talents. Pupils are proud to make their own contribution to the school. The eco-team take sustainability very seriously. For instance, they encourage others to recognise the importance of a bee-friendly environment. Prefects give important reminders and act as conscientious role models around the school. Montrose School is at the heart of its community. Parents and carers speak highly of the school. They appreciate the deep ethos of care for everyone.

What the school should improve

• In some subjects the school has not clearly identified the knowledge that it wants pupils to learn and in what order. In these subjects, teachers are not clear what they should be checking to ensure that pupils build their knowledge securely over time. The school should ensure that the knowledge it wants pupils to learn is clear across all subjects, so that teachers can secure pupils' understanding and that pupils achieve as well as they should.
• The school is in the early stages of implementing new systems to check the effectiveness of its work. It is too soon to see the full impact of this. Consequently, leaders do not have a precise understanding of what is working well and what requires further development, including in curriculum subjects. The school should ensure that new systems are fully implemented, to further enhance the precision of actions to improve the impact of the school's work.

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