Wetherby Pembridge

What Ofsted said

From the inspection on 12 May 2026

Every morning, as pupils enter the school, senior leaders greet them individually by name with a warm smile and handshake. Pupils reciprocate in kind. All pupils joined this brand-new school in September, many initially apprehensive about this unfamiliar environment. They quickly get to know one another, make new friends and collaborate positively across year groups. Pupils describe a sense of community, where diversity is celebrated and where they feel they belong. Pupils and staff enjoy positive and respectful relationships. Pupils value the very broad curriculum, taught by skilled and knowledgeable teachers. Staff make effective adaptations so that pupils facing barriers to learning and/or wellbeing receive the support they need to progress as well as their peers. Pupils achieve highly across the subjects. Through the school’s 'three pillars' curriculum, namely academic, performing arts and games, pupils thrive in a holistic way and are well prepared for their next steps. Pupils have positive attitudes to learning and are keen to succeed. Most behave sensibly and maturely around the school and at social times. Reported bullying is rare and is dealt with appropriately should it occur. Pupils feel safe and most attend school regularly. Pupils benefit from many opportunities to take part in wider experiences with high participation. A wide range of activities are available at lunchtime and after school, catering for diverse interests. Pupils make good use of facilities, such as the gym, drama studio, music production room, theatre and vast paying fields. These opportunities help them discover and develop talents, for example learning a musical instrument, performing confidently to an audience or trying new sports, such as fencing. The pupil-led ‘Change Makers’ club enables pupils to contribute to the community through activities, such as charity fundraising. They also support local primary schools in maintaining their gardens and inviting external speakers, such as the head of a local foodbank, to raise awareness of poverty. These experiences prepare pupils well for life in modern Britain and beyond.

What the school should improve

• Leaders should refine how they check the progress of pupils with special educational needs and/or disabilities to make sure all those pupils benefit fully from the support and adaptations made for them.
• Leaders should continue their work to improve attendance so that it exceeds the national average overall.

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