The Henry Cort Community College

What Ofsted said

From the inspection on 20 January 2026

Pupils feel safe at school. They are typically kind to each other and staff. As a result, the school has a friendly atmosphere and pupils feel a sense of belonging. They are happy to attend. The school helps pupils who struggle with attendance to come in more regularly. Pupils enjoy their learning, and most are committed to doing their best in class. However, there is variability in how well some teachers check what pupils know. There is an unevenness in how well pupils learn in different classes as a result. Pupils are not always able to recall their prior learning as well as they could. This means that they are not as well prepared for their next steps as they should be. Staff know pupils well. Pupils appreciate this individual attention. Leaders have a detailed understanding of the potential barriers that individual pupils face, including those with special educational needs and/or disabilities. Pupils' wellbeing is supported effectively throughout the school, including for those who may be more vulnerable. However, the school is less effective in overcoming barriers to pupils’ learning. This is because teaching is not consistently adapted to their needs. Pupils appreciate how fairly staff apply the school's clear behaviour expectations and routines. Pupils do not worry about bullying. They trust that should bullying occur, staff would deal with it quickly and well. Pupils’ knowledge of people’s differences is well developed. They understand that it is important to show respect and what is meant by consent. Pupils welcome the frequent assemblies and social and cultural education they receive because these help prepare them for life in modern Britain. The school provides a range of additional experiences, such as clubs and the school play. It is working to increase participation so that as many pupils benefit from these opportunities as possible.

What the school should improve

• Leaders should make sure that in-lesson curriculum and teaching adaptation consistently meet the specific needs of pupils, thereby enabling them to overcome any barriers to learning, leading to improved achievement across the curriculum. • Leaders should ensure that assessment processes lead to any gaps in pupils' knowledge, or misconceptions, being systematically identified and addressed in order to raise achievement and readiness for next steps. • Leaders should ensure that highly effective teaching is consistently embedded across the school so that all groups of pupils make strong progress across the curriculum.

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