Olympus

What Ofsted said

From the inspection on 12 May 2026

Pupils follow a broad and increasingly personalised curriculum that helps many to engage in learning. They study a suitable range of subjects. Pupils receive additional support, including therapy and targeted interventions, which help reduce barriers. In some lessons, pupils enjoy learning and build on what they already know. They show increasing confidence, especially in practical subjects where they develop independence. However, achievement is not consistent because teaching and adjustments to learning do not routinely match pupils' needs. Pupils sometimes complete work without fully understanding key ideas. Unaddressed gaps in reading and mathematics knowledge slow progress. In post-16, students follow personalised pathways. They gain useful skills and develop independence. Outcomes vary at times, but all students move on to further education, training or employment. Pupils feel that they belong in a supportive school. Relationships are positive. Pupils and post-16 students feel valued and cared for. Staff listen and respond to pupils' needs. Pupils generally get on well with each other. They are learning to manage relationships positively. Pupils take part in outings, pupil-led clubs and whole-school events that develop their interests and social skills. Opportunities such as the student parliament allow pupils to share their views and contribute to school life. Pupils feel safe because staff know them well. Behaviour is generally regulated, and most pupils engage well in lessons. Staff manage behaviour appropriately. Disruption to learning is limited. Bullying is rare and dealt with quickly. Most pupils are re-engaging positively with attending school more regularly. Pupils learn about relationships, safety and their role in the community. Post-16 students continue to develop independence and skills for adult life.

What the school should improve

• Leaders should ensure that staff provide effective and consistent support by using well-matched adaptations and strategies in lessons, so that barriers for pupils with special educational needs and/or disabilities are routinely reduced across the curriculum.
• Leaders should ensure that the delivery of the planned curriculum focuses precisely on the key knowledge and skills pupils need to learn and retain, so that learning is manageable, well sequenced and supports pupils in building secure understanding over time.
• Leaders should continue to reduce inconsistencies in teaching practice to ensure that high-quality provision is embedded across all subjects to enable pupils to secure knowledge consistently, including the development of reading skills and improved pupil achievement.
• Leaders should continue to work closely with families to improve attendance, particularly for pupils who are persistently absent, so that pupils benefit fully from school.

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