The Skills Hub

What Ofsted said

From the inspection on 9 December 2025

Leaders have not ensured that the safeguarding arrangements in the school are robust. Furthermore, pupils have not routinely been taught important information about how to keep themselves safe. As such, pupils have been vulnerable to risk and may not have been safe. Leaders, including those from the trust, are taking action to address this; however, time is needed to resolve all concerns. There have been multiple changes to staffing at the school and, at the time of this inspection, a number of vacancies still need to be filled. Leaders have not established an effective plan to address this. As a result, the teaching of some lessons is not effective. Too often, pupils do not engage well or meaningfully with learning activities. Pupils with special educational needs and/or disabilities, as well as other disadvantaged groups, do not routinely receive the support they need to thrive. Pupils are not achieving academically or personally as well as they should. Pupils are mostly happy to attend this school. They like that the school provides breakfast and that there are adults they can talk to if they have any problems. This helps them to feel valued. However, they also recognise that there have been many recent changes to staff. Pupils do not have positive working relationships with all adults. As a result, they do not always speak to staff or to one another respectfully. Pupils do not typically respond positively to adults when being supported to manage their own behaviour. The school does not ensure that pupils attend regularly enough. Too many pupils are late to lessons or absent from them, and are therefore not keeping up with their education.

What the school should improve

• Leaders must ensure that they secure a strong open culture of safeguarding. Leaders and those responsible for governance must ensure that they maintain an accurate oversight of safeguarding processes and policies. • Leaders should ensure they understand the specific barriers pupils have to regular attendance. They must use this information to develop strategies to support pupils, particularly vulnerable pupils, attend school regularly, and monitor the impact of interventions. • Leaders should ensure that pupils and staff understand how to meet their high expectations in relation to behaviour and conduct. Leaders must ensure that staff have the knowledge and expertise to consistently implement the school’s policies to manage behaviour. • Leaders and those responsible for governance should ensure that leaders at all levels have the capacity to identify, tackle and monitor the weaknesses in the school, so that these are addressed with consistency and pace. • Leaders should ensure that teachers have the subject-specific knowledge and expertise needed to teach the curriculum as expected. Leaders must ensure that teachers have the knowledge to adapt teaching so all pupils, including those with special educational needs and/or disabilities, can learn the intended content. • Leaders should ensure that relationships and sex education is taught in line with statutory guidance through a well-planned and coherent curriculum that all pupils can access.

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