Westborough High School

What Ofsted said

From the inspection on 16 June 2026

Pupils start their day at Westborough High School ready to learn. Some pupils choose to arrive earlier to attend ‘early kick off’, the school’s breakfast and boardgames club. All pupils take part in morning routines, which focus on the school's 5 priorities: positive, punctual, prepared, proud and polite. Pupils' attendance is improving. Staff have positive relationships with pupils. This helps staff to get to know pupils well. In lessons, pupils generally behave well and focus on their learning. At social times, some pupil interactions can be livelier. Pupils benefit from staff presence at these times, with reminders given about the school's expectations. Pupils feel safe in school. They welcome the cultural diversity of the school and are keen to celebrate this. Bullying and derogatory language are not common, but when this does occur, pupils know that this will be addressed. Pupils appreciate that they can speak to an adult or contact the ‘talk to me’ email if they are worried about anything. On the whole, pupils enjoy coming to school. They can talk about their work and can link new learning to what they already know. Typically, pupils achieve well, particularly those who are disadvantaged. Pupils who experience barriers to their learning, including those with special educational needs and/or disabilities, generally receive the support they need. This helps them to make progress from their starting points. Support from staff helps to ensure that pupils are well prepared for their next steps. Pupils benefit from a range of opportunities through the curriculum, including learning from guest speakers, college taster days and theatre performances in school. There are also wider clubs that pupils can attend to develop their talents or broaden their experiences. For example, pupils enjoy taking part in science, technology, engineering and maths club, chess club and a range of sporting teams.

What the school should improve

• Leaders should ensure that highly effective teaching is embedded across all subjects and year groups so that pupils' achievement further improves.
• Leaders should continue to rigorously identify and tackle barriers to attendance to further improve attendance for pupils, including those who are persistently absent.
• Leaders should draw together their many strands of monitoring, so that they are better placed to adjust provision systematically and skilfully for pupils.

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