The Snaith School

What Ofsted said

From the inspection on 19 May 2026

The Snaith School welcomes pupils with open arms. Positive relationships between staff and pupils help to develop pupils’ sense of belonging. Lessons are calm and purposeful. Pupils enjoy a curriculum that is well considered and generally meets their needs. Pupils achieve well. In national tests at the end of key stage 4, pupils’ results are broadly in line with national averages. Where pupils face barriers to learning, staff typically make appropriate adjustments for them. Overall, pupils, including those with special educational needs and/or disabilities, learn the curriculum securely. Generally, pupils leave well prepared for the next stage of their education. Pupils behave extremely well. They follow clear routines consistently and meet leaders’ high expectations. Pupils enjoy spending time with their friends at social times. The school's ‘Infinity’ provision provides a space that pupils appreciate being able to go to for support. Pupils feel safe and know that there is an adult they can speak to if they have any concerns. Pupils are polite, kind and well mannered. They are respectful of the differences between people. Instances of bullying or use of discriminatory language are rare. Staff deal with these swiftly and effectively when they do occur. Recent training for pupils as anti-bullying ambassadors enables them to support their peers. On the whole, pupils enjoy coming to school. They attend regularly. Pupils benefit from a range of activities that develop their interests and help to build their confidence. For example, pupils take part in the band, games club and school performances, including the pantomime. In addition, pupils are able to broaden their awareness of the world around them through a range of trips. This includes curriculum-focused trips to Whitby and France. They also enjoy ski trips, subject-based visits overseas and taking part in the Children’s London Marathon. Pupils develop their leadership skills through roles such as being prefects or school council representatives.

What the school should improve

• Leaders should ensure that highly effective teaching, including the skilful use of assessment to adapt approaches, is embedded across subjects and year groups.
• Leaders should ensure that pupils, including those who are disadvantaged, consistently achieve well, develop detailed knowledge and skills and are supported to produce high-quality work across the curriculum.
• Leaders should develop the use of detailed and insightful analysis to evaluate the effectiveness of the personal development provision, ensuring that pupils who face barriers to learning or wellbeing participate and benefit fully from this offer.

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