SGS Forest High School

What Ofsted said

From the inspection on 30 June 2026

Pupils typically enjoy learning. However, the quality of teaching that they receive varies. Some teaching enables pupils to make progress through the curriculum. Nevertheless, at other times, teaching is not adapted well enough to build on what pupils already know, or to tackle gaps in their understanding. As a result, pupils do not achieve as well as they could. This is reflected in their results in examinations, which are consistently below national averages. A high number of pupils with special educational needs and/or disabilities (SEND) attend the school. While staff generally understand pupils’ needs, pupils sometimes do not receive the support that they need. Consequently, pupils with SEND often do not achieve or thrive as well as they could. Staff are caring and know pupils well. As a result, most pupils feel a sense of belonging to the school. Pupils have a range of opportunities beyond the curriculum. These enrich pupils’ experiences of school life. Pupils are proud to represent the school in sports competitions and musical performance. They enjoy participating in academic challenges and other learning experiences beyond the classroom. Pupils are safe. They are confident speaking to a member of staff if they are worried. Bullying is uncommon and staff deal with any issues quickly and effectively. Most pupils behave well and have positive attitudes to learning. Pupils’ attendance is generally in line with, or above, national averages. This reflects the positive relationships that most pupils have with staff. However, a minority of pupils consistently do not live up to leaders’ expectations. These pupils, many of whom are disadvantaged or have SEND, do not receive the support that they need to improve their behaviour. Consequently, they do not learn as well as they could, or benefit from wider opportunities.

What the school should improve

• Leaders should ensure that they consistently identify and implement effective strategies which enable pupils with barriers to learning and/or wellbeing to achieve and thrive.
• Leaders should ensure that teaching consistently identifies and remedies gaps in pupils’ knowledge and skills, including foundational knowledge.
• Leaders should raise pupils’ achievement, so that pupils are better prepared for their next steps.
• Leaders should ensure that they provide effective support for pupils with special educational needs and/or disabilities, and/or who are disadvantaged, who need help to improve their behaviour.
• Leaders should ensure that they embed the necessary improvements quickly and effectively.

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