Teddington School

What Ofsted said

From the inspection on 28 April 2026

Pupils flourish at this inclusive and aspirational school. Parents and carers, staff and pupils appreciate leaders' ongoing focus to continually improve the school. Pupils enjoy coming to school, meeting their friends and making the most of their learning. They embrace the school values of 'inclusion, opportunity and excellence' through every aspect of school life. Pupils generally attend school well. Leaders are aware that some struggle to meet the school’s high expectations for attendance. Pupils study a very ambitious and broad curriculum. This develops both their academic and creative knowledge and skills. Pupils develop secure knowledge and skills as they progress through the school. As a result, pupils achieve highly, particularly by the end of Year 11. This prepares them well for the next stage of their education, training or employment. The rapidly expanding sixth form offers a wide range of study programmes with additional enrichment opportunities. Leaders and staff quickly identify any potential barriers to pupils' learning. The school puts highly effective support in place so that all pupils can thrive. The well-respected, specially resourced provision for pupils with special educational needs and/or disabilities, 'the Kingfisher Centre', provides a bespoke and welcoming learning environment for pupils with social, emotional and mental health needs. Pupils get along well with one another. They have positive relationships with staff. Pupils learn how to be respectful to everyone and take responsibility for their own behaviour. They are keen to learn and lessons are rarely disrupted by poor behaviour. Pupils feel safe in school and know who to speak to if they have any concerns. While bullying is not common, pupils know who to speak to if it occurs and they trust that staff will resolve it. Pupils appreciate the very wide range of sporting, creative and academic clubs and activities on offer.

What the school should improve

• Leaders should continue to implement, track and refine their strategies for improving attendance in order to increase the rates of attendance across different pupil groups.
• Leaders should continue to evaluate the impact of their well-chosen strategies for addressing and reducing pupils’ barriers to learning to enable highly positive outcomes and transformational experiences for disadvantaged pupils and/or those with special educational needs/disabilities.

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