The Misbourne School

What Ofsted said

From the inspection on 28 April 2026

Pupils are proud to attend The Misbourne. They feel well supported and cared for. This helps them to develop a tangible sense of belonging. Pupils are keen to serve the school community and enjoy the leadership roles they hold. Post-16 students act as positive role models for younger pupils. Pupils develop warm and positive relationships with staff. This creates a calm and positive environment where pupils feel safe and happy. Pupils know that staff will take any concerns seriously and address them quickly. Pupils enjoy learning. This is clear in the purposeful atmosphere in classrooms. Pupils typically concentrate well and work positively with staff. Post-16 students show high levels of commitment to their learning. They work hard with staff to develop increasingly sophisticated study skills. This prepares them well for their studies. Pupils behave well. As a result, the school is calm and focused. They know the expectations well and follow them consistently. Pupils are polite and caring. Those new to the school talk about the warm welcome they receive. Pupils typically achieve well. Their work shows they learn the skills and knowledge they need. Pupils apply this accurately. This is evident in the confident manner in which many pupils explain their learning. Pupils with barriers to success are well supported. This helps them to learn the crucial curriculum content they need. Pupils generally achieve well in national tests, and this is improving over time. They achieve particularly well in English and mathematics. This helps them to be well prepared for their next steps. Pupils have high-quality careers advice. This helps them to become increasingly ambitious. Pupils work towards clear goals and know how to be successful. They choose a wide range of destinations. They have the academic skills and wider qualities that help them to make these next steps confidently.

What the school should improve

• Leaders should continue their sharp focus on attendance to maintain the improvement, particularly for those pupils with barriers to attendance.
• Leaders should further refine the support for Post-16 students with lower starting points to help them to achieve as well as they possibly can in school and in national tests.
• Leaders should ensure that the checks on pupils' writing are as precise as other checks, to ensure that the small group of pupils who need additional help to write accurately achieve as well as their peers.

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