The Edith Borthwick School

What Ofsted said

From the inspection on 13 January 2026

A typical day starts with a warm, well-organised arrival. It continues with calm, clear lessons that help pupils settle and succeed. The day ends just as it began. This predictable rhythm matters. It helps pupils feel safe and ready to learn, building a strong sense of belonging. Pupils are comfortable being themselves around staff who understand pupils’ unique ways of learning, including pupils with profound and multiple learning difficulties. Staff notice the smallest signs of discomfort and act quickly. Adjustments are thoughtful and often subtle, enabling pupils to focus on learning alongside their peers. This also supports improving attendance and respectful behaviour. If a pupil faces a setback, sensitive support typically helps them move forward again. Lunchtime reflects the same care. Some pupils eat in the hall, while others eat in classrooms. Staff know what works best for each pupil, and dietary and medical needs are met well. Pupils are free to chat with friends or simply enjoy being together. Beyond lessons, pupils enjoy a growing range of clubs and trips. These bring real joy, such as being creative through art and music or staying active through horse riding or swimming. This is reflected in how positively pupils communicate about these experiences. Students in the post-16 classes take on increasing responsibility. They volunteer around school and support each other, setting a positive example for younger pupils. In the café, they take turns serving drinks and snacks, with ordering a hot chocolate being a firm favourite. These moments build confidence and communication skills. The curriculum is shaped carefully around each pupil. Education, health and care plans guide learning. Leaders also widen pupils’ experiences and ambitions, and students work towards suitable qualifications where appropriate. Planning for next steps starts early, with families closely involved. Pupils make sound progress from their starting points and leave well prepared for what comes next.

What the school should improve

• Leaders should ensure that teachers support pupils to build securely on their prior learning, checking this carefully so that teaching is consistently effective and maximises pupils’ achievement.
• Leaders should manage part-time timetables more effectively, setting clear goals that enable timely review and support pupils’ prompt return to full-time education.
• Leaders should refine strategic planning, including the pupil premium strategy, by using clear measures to judge whether actions are improving outcomes for pupils across the school.
• Governors should strengthen and formalise their approaches to checking and challenge so that identified priorities lead to clear actions, consistent follow-up and sharper accountability.

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