The Divergent School Harborough

What Ofsted said

From the inspection on 10 March 2026

From its recent opening, the school has aimed to be ‘just the right fit’, so pupils can be safe, feel safe, be well, learn and thrive. This ambition has become a reality. The school serves its pupils well. It understands their special educational needs and/or disabilities well. Relationships are consistently positive. Staff know what motivates pupils. They skilfully anticipate where challenges might arise. Pupils get on well and look after each another, including routinely making each other cups of tea and/or coffee. They have positive attitudes to learning. Bullying is rare. Pupils know who to return to if they need any help or advice. Rates of attendance have dramatically improved over time. Current attendance rates are high. In lessons, there is no lost time. Pupils respond quickly to what teachers ask of them. They take turns and listen to each other. Teachers skilfully adapt the curriculum to meet the needs of all pupils. The school’s values of compassion, respect, resilience and tolerance are clear to see in the classroom, around school and when off the school site. From their relative starting points, pupils achieve well. Gaps in their learning are quickly identified and addressed. Pupils’ personal development is prioritised. Pupils benefit from a range of activities that contribute to their development. Pupils are proud of the work that they undertake on the allotment; they take very good care of it. They talk proudly about the fish, fruit and vegetables that they nurture. The daily-news activities help them to learn about people and events across the word. The ‘mile’ that they complete daily helps them to understand the importance of physical health. Participation in local-community events provides a sense of belonging. Pupils benefit from a broad range of therapeutic services. Ozzy, the trainee therapy dog, plays an important role.

What the school should improve

• The school should ensure that the curriculum, across all subjects, makes clear the most important content that pupils are expected to know and remember.
• Leaders should complete their work in identifying how pupils’ achievement will be gauged and measured across all subjects.
• Leaders should ensure that they use the full range of information available to them to evaluate the impact that the school’s work has on pupils over time.
• Leaders should ensure that written polices and practice match closely and consistently.

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