NCEA Duke's Secondary School

What Ofsted said

From the inspection on 28 April 2026

Pupils enter an inclusive environment at Duke’s where they can have their aspirations raised, grow personally and experience ambitious and calm lessons. Overall, pupils are keen to do well. They engage with staff positively and respectfully. Pupils understand the behaviour system and find it fair and consistent. They appreciate the support they receive from staff who know them well. Pupils learn how to stay safe and build very positive relationships. They feel confident that bullying is dealt with if it happens. Pupils know who to go to if they have concerns. Most pupils enjoy school. Whilst their attendance remains a key challenge, this is showing signs of improvement. Irregular attendance leads to gaps in pupils’ knowledge and affects their progress. Whilst the curriculum is ambitious, teaching is variable, particularly in how it helps pupils to address the gaps they have in their knowledge. Pupils with special educational needs and/or disabilities (SEND) benefit from proactive help that enables them to access the full curriculum. Pupils' achievement at the end of key stage 4 over time has not been as high as it needs to be. Leaders and staff are clear on the improvement priorities to help pupils to be increasingly ready for future success. Pupils, including those with SEND, build firm foundations to enable them to access the ambitious curriculum. Leaders keep a close eye on pupils who may be more vulnerable, act quickly and review this support regularly. Pupils regularly demonstrate a secure understanding of the school’s ‘LIGHT’ values. They are respectful of each other. Pupils speak knowledgeably about equality and British values. They appreciate the broad range of activities available. Pupils contribute meaningfully to school life and learn the importance of taking responsibility for themselves and the impact that their actions have on others.

What the school should improve

• Leaders should ensure that teachers use assessment information carefully to adapt teaching to address any gaps or misconceptions in knowledge and so enable pupils to achieve better outcomes, including in public examinations.
• Leaders should continue to work with families and external agencies to prioritise improving pupils’ attendance, so that more pupils attend school more often.

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