Shevington High School

What Ofsted said

From the inspection on 6 May 2026

Pupils and staff live out the school values of respect, aspiration, inclusion and kindness. Pupils delight in being part of this vibrant community. They feel safe in the knowledge that staff will listen to them if they have any worries or concerns. Pupils are confident that bullying and unkindness do not happen here. They know that caring and supportive staff will deal with any minor issues that arise. Generally, pupils attend school regularly. This is steadily improving. Pupils behave very well. They show maturity and self-motivation in abundance. Pupils use their digital knowledge to skilfully switch between written work and digital media usage. This means that they have effective autonomy over their learning. Generally, pupils achieve in line with national averages in their national examinations at the end of key stage 4. This is improving over time. They achieve well because teachers typically check what they know. They make useful adaptations to help pupils build on their knowledge. This means that pupils with special educational needs and/or disabilities and pupils who may encounter other barriers to their learning regularly learn well. Pupils benefit from a number of international projects, activities and trips. They have close links with organisations across the world, such as in Sweden and China. These encounters mean that pupils gain a deep understanding of how to be an international citizen. As a result, pupils go on to suitable education, training or employment when they leave school. This is especially true for disadvantaged pupils. Pupils engage positively in small-group coaching sessions. Consequently, pupils take responsibility for their own academic and spiritual development. This is also true for pupil leaders. These pupils thrive on the important decisions they make to improve school life.

What the school should improve

• Leaders should continue to refine the strategies in place to improve the attendance of all pupils, including those with special educational needs and/or disabilities (SEND) and disadvantaged pupils.
• Leaders should continue to strengthen teaching across all subjects to reduce the variability in the quality of teaching pupils receive.
• Leaders should continue to develop the systems in place to measure the impact of their actions to improve how well all pupils, including disadvantaged pupils and those with SEND, achieve in their national examinations at the end of key stage 4.

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