The James Hornsby School

What Ofsted said

From the inspection on 3 February 2026

Pupils experience a calm, welcoming and inclusive school. They feel safe, supported and valued. Many pupils describe the school as a family. Staff know the pupils well. Pupils are confident that staff listen and act when concerns are raised. The start of the school day is orderly and purposeful. Pupils arrive on time and settle quickly into learning. Pupils move calmly around the school and engage politely with staff. In lessons, behaviour is typically respectful and focused. Pupils understand what is expected. When pupils find things difficult, staff step in early and help them get back on track. Pupils say bullying is rare. They know how to report worries and are confident that staff deal with issues quickly and fairly. Pupils also show a firm understanding of respect, tolerance and difference. Staff reinforce these values through tutor time, assemblies and whole-school events. These help pupils think about equality and diversity in everyday life. There is a vast range of opportunities beyond lessons that broaden pupils' horizons. Clubs run before school, at breaks and after school. They include academic help, creative activities and sport. Educational visits range from local museums and theatres to London landmarks and occasional overseas trips. Leaders systematically remove barriers so pupils who are disadvantaged participate fully. Pupils value these experiences. They say clubs and trips consistently help them build confidence, friendships and independence. Pupils are positive about their learning. They want to do well and usually produce work of a secure standard. However, this positive day-to-day experience is not reflected in published examination results. Leaders know this and are taking steps to help pupils’ positive attitudes translate into secure learning and better achievement.

What the school should improve

• Leaders should ensure that improvements to teaching and the curriculum support pupils to achieve better outcomes in national examinations, particularly in English and mathematics, so that achievement reflects the school’s raised expectations.
• Leaders should ensure that teachers check pupils’ understanding and use assessment consistently well, so misconceptions are addressed quickly and pupils build secure, accurate knowledge over time.
• Leaders need to ensure that pupils in key stage 4, who are ready for more complex and demanding learning, have work that is well matched to their needs so they make greater progress through the curriculum.

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