The Ferrers School

What Ofsted said

From the inspection on 3 March 2026

Pupils are happy at The Ferrers School. They get along well with each other and enjoy warm relationships with staff. The school is typically calm and orderly. Pupils recognise that behaviour has improved as a result of new routines and a more consistent approach. The house system in the school is structured to make sure that all pupils can seek support from trusted adults should they need it. Form tutors and house leaders keep a watchful eye over all pupils. They provide excellent pastoral care for any pupils who are struggling or vulnerable. In classrooms, pupils show largely positive attitudes to learning. However, the quality of the education they receive is variable. Some teaching of the curriculum does not enable pupils to build on what they already know and gain knowledge securely. This means that some pupils do not achieve as well as they could. However, sixth-form students typically receive support to achieve the qualifications they need. This means they successfully move on to their chosen destinations. Pupils benefit from an inclusive culture. Staff work together to minimise any barriers to pupils’ learning and to ensure that pupils can participate in school activities. Pupils with special educational needs and/or disabilities receive nurturing care. Incidents of bullying or discrimination are rare. Pupils have confidence that staff will deal with any issues that arise. However, the curriculum does not help pupils to gain detailed knowledge about different faiths and cultures, or to understand the significance of the fundamental British values and equality. Pupils have access to an increased number of extra-curricular activities. These are available to all pupils, including those who are disadvantaged.

What the school should improve

• Leaders need to ensure that teachers routinely check pupils’ understanding to accurately identify pupils’ starting points and expose any gaps or misconceptions, so that teaching helps pupils to build knowledge securely.
• Leaders should make sure that pupils achieve well, produce work of high quality across the curriculum and gain qualifications that enable them to pursue their aspirations.
• Leaders need to ensure that the curriculum supports pupils to gain a detailed understanding of the fundamental British values and the protected characteristics, as well as knowledge of different faiths and cultures, so that they are well prepared for their lives in modern Britain.
• Leaders should embed and carefully check that their attendance strategy is having the intended impact to raise pupils’ attendance rates.

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