Whytrig Middle School

What Ofsted said

From the inspection on 10 February 2026

This is an inclusive school, where pupils attend well. Pupils who face barriers to learning and wellbeing are identified quickly and their barriers understood. Staff know pupils well. They provide skilled support for pupils with special educational needs and/or disabilities and for disadvantaged pupils. This support helps pupils manage their social, emotional and mental health needs and access learning successfully. Leaders have carefully designed spaces within the school to support pupils’ sensory and emotional needs. Pupils benefit from being on the same site as the school's partner high school. This supports their wellbeing when the time comes to move into Year 9. Pupils behave well in lessons and around the school. Warm, positive relationships between staff and pupils create a calm and purposeful atmosphere, where pupils engage in learning and disruption is rare. Staff do not tolerate bullying or discriminatory behaviour. Pupils feel safe. They understand the behaviour system and the school’s expectations of being ‘ready, respectful and safe’. Staff nurture pupils and reinforce these expectations through routines, assemblies and during tutor time. Pupils' achievement in reading and writing is improving. However, too many pupils do not learn as well as they should, or make suitable progress through the curriculum, particularly in mathematics. This is because the quality of teaching varies across the school. The improvements leaders have made have not been implemented well enough to help all pupils achieve more highly across different subjects. A wide range of clubs and enrichment activities are accessible to all. These include chess, performing arts, library club and sports. Trips, visitors and other experiences enrich pupils' learning. Links with other schools, local businesses and universities raise pupils’ aspirations and broaden their understanding of possible future careers. Pupils learn responsibility through leadership roles, such as prefects and sports leaders. They are well prepared for life after school.

What the school should improve

• Leaders should ensure that teachers receive appropriately targeted training and support to teach the curriculum consistently well across all subjects.
• Leaders should ensure that teachers use assessment information accurately and with consistency to check pupils’ understanding and address gaps in their knowledge effectively.
• Leaders should ensure that consistently effective teaching leads to more pupils, including disadvantaged pupils, making positive progress through the curriculum and achieving well.
• Leaders should ensure that their checks on the quality of curriculum and teaching are precise enough to secure sustained improvements.
• Leaders and governors should ensure that governors' strategic oversight is strengthened and supports rapid improvements to curriculum, teaching and pupils' achievement.

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