Oriel High School

What Ofsted said

From the inspection on 18 March 2025

Oriel High School provides an orderly environment for learning. Pupils of different ages and backgrounds get on well together on this large campus. Pupils are respectful of their surroundings, for example they are careful around displays of artwork in corridors. Sixth- formers are good role models for younger pupils. They enjoy having their own area but also mix regularly with the rest of the school. They take on leadership roles readily. Pupils typically behave well. Most are keen to learn and to follow the school's expectations of their behaviour, both in and out of lessons. Pupils have good relationships with staff. They feel safe in school. Pupils are confident that staff will support them if they have concerns. Any unkind behaviour is usually resolved by adults when it is reported to them. The school has high expectations for pupils' achievement and does a good job in ensuring that pupils meet these. Pupils get high-quality support when making options and career choices. The very great majority go on to further study or employment. Pupils value the chance to pursue their interests through the school's wide range of curricular and extra- curricular provision. Parents are very positive about this aspect of the school's work in particular, as they are about the school, overall.

What the school should improve

• On occasion, teachers do not check carefully enough that new learning has been fully understood. This typically affects more vulnerable pupils in the main school, such as those with SEND, but also affects students more generally in the sixth form. This means that their knowledge is less securely built. The school should support staff to check and secure learning more consistently.
• The school's work to reduce the number of pupils regularly missing school has helped some but not all. A small number still regularly miss school, reducing how much they learn. The school should sharpen further its actions to improve these pupils' attendance.
• Leaders, including governors, do not always check the impact of their actions by referring to clear and measurable evidence. This hinders the sharp evaluation of progress and the identification of the next steps for improvement. The school should refine its approach and the range of evidence used.

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