Strawberry Lane

What Ofsted said

From the inspection on 23 June 2026

Pupils are proud to be part of this school. They recognise the high-quality support and care they receive from staff who know them well. Before joining Strawberry Lane, many pupils have previously faced challenges attending school or have had disrupted learning journeys. Leaders prioritise pupils feeling safe and welcomed. Carefully planned transitions to school support pupils to re-engage with learning effectively. As a result of leaders’ work, pupils make a positive start to life at Strawberry Lane. They feel accepted, understood and enjoy coming to school. Curriculum pathways are well matched to pupils’ starting points. Staff understand pupils’ needs. Typically, pupils are well supported and make suitable progress through the curriculum. Pupils learn in calm classrooms. Leaders and staff are highly skilled in supporting pupils at times when they need further support with their behaviour. Bullying is rare. Pupils are confident that staff would support them if they reported it. Pupils feel safe. Pupils know that staff listen to them and will help them. This helps them focus on their learning more effectively. For many pupils, their engagement with education before this school has been minimal. Leaders’ highly effective work around attendance means pupils now attend school regularly and engage well. Pupils' improved attendance allows them to make the most of the school’s curriculum and the wider opportunities. Pupils enjoy the weekly enrichment offer. It helps them explore their interests and talents. Pupils enjoy baking in the school's dedicated kitchen classroom and developing skills in hair and beauty. Pupils make use of the local community visiting the library, using local shops and the park. They contribute positively to the area. For example, they organised a litter pick in the local park to improve it for the local community.

What the school should improve

• Leaders should ensure that staff make highly effective and consistent choices linked to task design within lessons, to further enable pupils to develop secure and detailed knowledge.
• Leaders should continue their focus on professional learning for staff, so it precisely matches to the school's curriculum-based improvement priorities.

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