The Skinners' School

What Ofsted said

From the inspection on 27 January 2026

Pupils are incredibly proud of what it means to be part of the Skinners' School community. They feel this is a place where everyone belongs. Pupils are ambitious and driven to be successful. They are polite and respectful, greeting adults and visitors warmly. Students in the sixth form take their roles as mentors to new pupils seriously. Leaders have high aspirations for what pupils can achieve here. Pupils are committed learners who enjoy the challenge of learning complex ideas and concepts. They are supported by knowledgeable staff who encourage them to strive to become the best they can be. Pupils achieve very well in national examinations. Younger pupils produce work of a high quality and develop an impressive use of complex vocabulary. Leaders have an accurate understanding of pupils' needs and identify barriers to their learning. Disadvantaged pupils and pupils with special educational needs and/or disabilities achieve as well as their peers. All pupils, including students at post-16, are very well prepared for their next steps. There is something for everyone at Skinners’ School. Pupils are encouraged to explore their interests in the arts, music, mathematics, sciences, languages and sports. Pupils benefit from a rich personal development programme that enables them to make a positive contribution through the many leadership roles available. Students in the sixth form lead a peer education project that delivers sessions on positive mental health and building resilience for younger pupils. Classrooms are calm and purposeful learning environments where pupils can focus on their tasks without disruption. Pupils feel safe. They are confident to report any concerns they have to staff. Bullying is rare. Pupils trust that adults will address it swiftly if it were to happen. The supportive culture, built on high expectations, means that pupils want to come to school and they attend very well.

What the school should improve

• Leaders should strengthen their approach to identifying specific barriers for some disadvantaged pupils and closely monitor the impact of the individual support strategies they put in place. • Leaders should continue their work to develop autonomous, self-regulating individuals who demonstrate the positive values the school wants to instil in all its pupils.

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