Ormiston SWB Academy

What Ofsted said

From the inspection on 21 April 2026

Pupils flourish in this vibrant school. High aspirations and high ambition are woven into the school's fabric. Former pupils' successes are celebrated around the building, alongside the successes of other notable people. Pupils celebrate their achievements. They use the published 'rank order' to help them to identify what they need to do to improve. Pupils want to do well. They benefit from a well-planned curriculum that is taught well. Pupils enjoy the support that teachers give them to help them to learn. Leaders identify and address barriers to learning quickly. As a result, pupils with special educational needs and/or disabilities access the same curriculum as their peers. Teachers implement teaching strategies consistently well. However, a few pupils would benefit from more precise strategies to help them to overcome their specific barriers to learning. Pupils' behaviour is exemplary. Sixth-form students act as positive role models for younger pupils. Pupils engage well in the calm and purposeful lessons. Pupils feel safe. They treat each other with respect. Bullying and discriminatory behaviour are rare. Pupils are positive about the high-quality support that they receive. They know that if they need help, they will get it. Pupils participate in a wide range of well-planned activities to broaden their experiences and to prepare them well for life after school. Pupils enjoy the 'CORE' (character, opportunity, resilience and excellence) curriculum days, when they learn about issues that will impact on their life after school. Pupils relish being part of the school, and they embrace their role in improving the lives of others in the locality and beyond. For example, all pupils in the school take part in an annual 5-kilometre race to raise money for cancer research in memory of a former pupil. The sense of community is obvious.

What the school should improve

• Leaders should continue to refine teaching, including approaches to assessment, so that all pupils can continue to deepen their knowledge and understanding as they move through the curriculum.
• Leaders should make sure that barriers to pupils’ learning and/or wellbeing are identified precisely enough so that teachers can use this information to inform their teaching more effectively.

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