Standish Community High School

What Ofsted said

From the inspection on 3 February 2026

Standish Community School provides a calm, caring and supportive environment for pupils. Positive relationships between staff and pupils contribute to pupils’ sense of belonging and wellbeing. Pupils are happy and feel safe. They know that there is an adult they can speak to if they have any concerns. Instances of bullying are rare. Staff deal with these swiftly and effectively. Pupils rise to the school’s high expectations of behaviour. They are polite and respectful of the differences between people. Pupils typically socialise well together. There are quiet spaces that vulnerable pupils appreciate being able to access at social times. If it is necessary, pupils are supported effectively in ‘The Base’ and ‘The Bridge’ to help them reintegrate back into lessons. Pupils who access these spaces are positive about the impact of these provisions in supporting them with their learning. Pupils attend school regularly. They enjoy learning. Most pupils concentrate and work hard. For pupils who face barriers to learning, staff make adjustments and provide effective support for pupils in class. This ensures that all pupils, including those with special educational needs and/or disabilities, learn the curriculum securely. Pupils make sound progress from their starting points. They leave well prepared for the next stage of their education. Pupils benefit from a wide range of extra-curricular activities that help to build their confidence and develop their interests. For example, pupils are enthusiastic about rock band, singing and annual music productions. Pupils enjoy competing in sports competitions, including in netball, football and cricket. They develop leadership skills through the Duke of Edinburgh's Award and roles such as wellbeing ambassadors, librarians and supporting pupils with reading. Pupils develop their appreciation of the wider world through memorable visits to places of interest in the United Kingdom and overseas. Leaders take proactive steps and make adjustments to ensure their wider offer is inclusive and enables all pupils to participate.

What the school should improve

• Leaders should ensure that teachers check pupils’ previous knowledge and understanding with greater rigour, so that they can design learning activities that consistently build effectively on what pupils already know.
• Leaders should ensure that pupils develop consistent and detailed knowledge of the personal development programme, including fundamental British values and different faiths and beliefs.

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