Whitstone

What Ofsted said

From the inspection on 6 May 2026

Pupils are friendly, respectful and usually treat each other with care. Pupils feel valued and supported, which helps them thrive socially. Most show positive attitudes to school and say that leaders’ actions have improved pupils’ behaviour. This allows them to be focused during lessons and feel safe at school. They know there are adults they can trust. Pupils are confident that staff will listen and take action if they have worries. Bullying does not happen often. When incidents occur, leaders respond quickly and deal with them well. Most pupils enjoy learning. However, the quality of teaching that they receive is too variable. Teaching does not routinely identify and close gaps in pupils’ knowledge and skills. Consequently, some pupils do not progress through the curriculum as well as they should. Some disadvantaged pupils and some pupils with special educational needs and/or disabilities (SEND) do not achieve as well as they could. As a result, pupils’ achievement overall in national tests and examinations is variable. Pupils can take part in a range of wider curriculum and enrichment experiences. These include trips to support their learning, such as history trips to Corfe Castle. There are a variety of clubs to take part in. For example, in foreign films, dance, table-top role-playing games and the Duke of Edinburgh’s Award. There are also opportunities to go on international visits, such as cultural tours in Europe and ski trips. Pupils appreciate these activities, however not as many participate as staff would like. Pupils understand that attending school is important. As a result, attendance, particularly for pupils with SEND and disadvantaged pupils has improved.

What the school should improve

• Leaders should ensure that assessment strategies are consistently well embedded and teachers use assessment information to tailor teaching appropriately.
• Leaders should take appropriate actions to ensure that gaps in pupils’ foundational knowledge are identified quickly and addressed in a systematic and effective way.
• Leaders, including those responsible for governance, should evaluate precisely the impact of their improvement work, including the implementation of the curriculum, to ensure pupils achieve well.
• Leaders should ensure that the personal development programme is tailored to pupils' aspirations so the impact is clear on the outcomes and experiences of all pupils.

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