The Turing School

What Ofsted said

From the inspection on 10 February 2026

Historically, pupils have not achieved well enough. Staff understand the needs of pupils with special educational needs and/or disabilities (SEND) and the barriers they and other vulnerable groups face, including pupils known to children’s social care and those who are disadvantaged. However, the effectiveness of curriculum delivery remains inconsistent. For example, there is variability in how well staff check pupils’ understanding and address misconceptions. As a result, support for pupils with specific barriers to learning are not precise enough. Leaders have taken appropriate actions to address this. Further work is required to ensure that all pupils secure the knowledge and skills they should. Some pupils, particularly those who are disadvantaged, do not attend school frequently enough. As a result, these pupils develop gaps in their knowledge and do not achieve as well as they should. Overall, attendance has improved, but there is more to do. Pupils are happy and well cared for. They know that staff want the best for them. Respectful relationships between staff and pupils foster a supportive and nurturing learning environment. This helps pupils to feel safe. Pupils know there are trusted adults they can approach with any concerns. Bullying and derogatory language are not tolerated and, when it does occur, it is dealt with swiftly. Most pupils behave well. They conduct themselves sensibly and follow the school’s established routines with thought and care. In lessons, they typically work with focus and purpose in classrooms that are calm and orderly. The school supports pupils’ personal development well. Pupils learn about the fundamental British values effectively. They have a secure understanding of tolerance and equality. Pupils enjoy the many opportunities they have to enrich their learning and to broaden their horizons. For example, pupils enjoy electronic gaming, table tennis, crafts and a range of sports clubs.

What the school should improve

• Leaders should ensure that their attendance strategy is rigorously monitored so that it continues to improve overall attendance, particularly for disadvantaged pupils and those with special educational needs and/or disabilities. They should also make sure that their actions result in reducing persistent absence further, for all pupil groups.
• Leaders should work to ensure that teachers understand how to skilfully use assessment information and make appropriate adjustments to teaching or the curriculum so that pupils, particularly those with special educational needs and/or disabilities and disadvantaged pupils, learn and achieve highly.
• Leaders should ensure the school's improvement actions are delivered effectively to bring about rapid improvements in all pupils' achievement, particularly in writing, mathematics and science, so that pupils are well prepared for the next stage of their education, employment or training.
• Leaders should ensure that pupils develop secure and detailed knowledge across all aspects of the personal development programme so that they are well prepared for life beyond school.

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