Sketchley School

What Ofsted said

From the inspection on 10 February 2026

Pupils at this school have not been kept safe effectively in the past. Some staff do not understand how to respond when pupils raise concerns. The school has not followed up robustly when disclosures have been made, or shared important information with relevant agencies. Over time, this has put pupils at risk of harm. More recently, some of these weaknesses have been addressed. Pupils are safer at school than they have previously been. Pupils' experiences at the school are inconsistent. In lessons, pupils work hard, listen attentively and take pride in their achievements. Many learn well. However, weaknesses in the curriculum mean that pupils' knowledge does not build up steadily over time. Pupils' disjointed experience of learning identified at the previous inspection has not been fully addressed. As a result, pupils do not achieve as well as they could. Despite their short time in post, current leaders have had a positive impact. Behaviour has improved significantly. Relationships between pupils and staff are typically positive. Pupils know the school's values of kindness, resilience and respect, and understand why these matter. They know what bullying is and what to do if it occurs. Most pupils enjoy school, although too many are absent too often. Despite shortcomings in safeguarding, provision for pupils’ personal development is effective. Well-organised programmes for personal, social and health education and relationships and sex education help pupils and students to develop the knowledge and skills needed for life beyond school. They are prepared for their adult lives. Pupils value the wide range of clubs, trips and enrichment opportunities. Their recent visit to the city council offices, where they debated mobile phone use with the mayor, was particularly memorable. The school ensures that all pupils can access the full range of enrichment activities.

What the school should improve

• The proprietor must ensure that its safeguarding policy and procedures are fully understood and implemented so that pupils get the help and support that they need.
• The proprietor must ensure that all of the independent school standards are consistently met.
• Leaders should ensure that the curriculum is coherently planned across all age ranges and subjects, to build pupils' and students' knowledge cumulatively.
• Leaders should continue to embed their systems to monitor and evaluate the school's provision so that they can be sure their work is making a positive difference for all pupils.
• Leaders should ensure that phonics is taught consistently, including for older pupils who still need this help and support.
• Leaders should ensure that teaching takes account of pupils' needs and starting points, including the targets in their education, health and care plans.
• Leaders should ensure that gaps in pupils’ foundational knowledge, especially in writing, are identified and addressed.
• Leaders should reinforce their efforts to increase rates of attendance and reduce the high level of persistent absenteeism.

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