Shaftesbury High School

Inspection of Shaftesbury High School Headstone Lane, Harrow HA3 6LE

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The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Sixth-form provision Good Previous inspection grade Requires improvement 20 and 21 May 2025

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What is it like to attend this school?

Shaftesbury is a warm and welcoming school. Pupils feel safe and well supported. Expectations for behaviour and academic success are high. Staff are committed to ensuring pupils across all pathways, including in the sixth form, achieve well. Pupils’ behaviour is exemplary. They are kind and considerate to others. This creates a calm, respectful environment where learning can flourish.

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What is it like to attend this school?

Staff understanding pupils’ unique and complex needs. This, along with an aspirational curriculum, ensures pupils are well prepared for their next steps in education. A personalised approach to teaching and carefully targeted interventions help pupils develop a deeper understanding of themselves. As a result, pupils are increasingly able to express their preferences and communicate what they understand.

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What is it like to attend this school?

The school’s provision for personal development is exceptional and plays a major role in preparing pupils effectively for the future. Staff carefully plan rich and meaningful experiences that help pupils grow in their understanding of the local area and beyond. Regular visits to local shops, parks and other community settings are highly valued by pupils. They relish these opportunities and thrive as a result. Experiences such as, travel training, work experience and community engagement further support pupils’ readiness for adulthood.

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What does the school do well and what does it need to do better?

Since the last inspection, the school has made significant changes to the curriculum. It is now well-structured, with high expectations across age groups, delivered through individualised approaches tailored to pupils’ needs. Staff use precise targets from pupils’ education, health and care (EHC) plans to deliver a personalised curriculum that evolves as pupils progress through the school.

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What does the school do well and what does it need to do better?

Each pathway integrates academic learning with therapeutic provision, ensuring pupils’ individual needs are met precisely. Staff adapt their teaching effectively to match the specific steps pupils require. This helps pupils retain key learning over time. The school recognises that, in a few wider curriculum subjects, aspects of curriculum design are still being embedded. Where this is the case, it can affect how well pupils develop a deep and secure understanding of the subject.

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What does the school do well and what does it need to do better?

Reading is prioritised highly across the school. Pupils start by learning early language skills through activities such as sound recognition, rhymes and songs, which prepare them well for phonics. Staff provide expert phonics teaching to those who are ready, supporting the development of early reading skills well. In the sixth form, students continue with phonics where appropriate or move on to become fluent readers. Over time, they build important words and phrases effectively, helping them work towards recognised entry- level accreditations.

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What does the school do well and what does it need to do better?

Staff work together skilfully to help pupils overcome challenges and engage fully in their learning. They create calm spaces where learning can thrive. This is underpinned by the 20 and 21 May 2025

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school’s charter, which was co-created with pupils to promote values such as kindness and respect. The charter is embedded across daily routines and reinforced through visuals. As a result, pupils make exceptional progress in managing their own behaviour over time and show enthusiasm for learning. The school offers effective support for those who struggle with regular attendance and works closely with families to address any barriers to coming to school.

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Pupils benefit from rich experiences beyond the classroom that promote aspiration, character and confidence. They take part in enrichment and leadership opportunities, such as organising fundraising events and contributing to school improvement. Pupils have lead school tours and speak in assemblies during visits from local Members of Parliament. They ask thoughtful questions about accessibility and SEND funding, showing a deep understanding of British values. These high-quality experiences foster responsibility and a strong sense of community. Regular assemblies and routines reinforce the school’s core values, such as kindness, respect and inclusivity.

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Students in the sixth form are well prepared for their futures, through a carefully planned programme that promotes independence and confidence. They learn to travel independently and communicate effectively with a wide range of people. Many take part in enterprise activities, such as running the ‘Coffee on the Quad’ and participate in useful work experience placements. These opportunities, combined with a well-structured careers programme, prepare students for life beyond Shaftesbury. As a result, they move on to destinations well matched to their individual needs and aspirations.

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Since the last inspection, governors and leaders have taken robust action to strengthen the school. They have provided high-quality training and development for staff, who speak highly of the support they receive. The school prioritises staff well-being, keeping it central to their decision-making. Staff value this support and take great pride in being part of the school. Many describe it as a small school that changes lives.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In a few wider curriculum subjects, aspects of curriculum design are not fully embedded. Where this is the case, it can affect how well pupils develop a secure understanding in these areas. The school needs to continue its work on consolidating key skills and deepening pupils' understanding in these subjects. 20 and 21 May 2025

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How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, 'disadvantaged pupils' is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school's pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 20 and 21 May 2025

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form

Appropriate authority The governing body

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form

Dates of previous inspection 9 and 10 November 2022, under section 5 of the Education Act 2005

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Information about this school

 The school caters for pupils with a range of special educational needs and/or disabilities. This includes pupils with moderate learning difficulties, complex needs, and communication and language needs. All pupils have an education, health and care plan.  The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.  The school makes use of one registered alternative provision. 20 and 21 May 2025

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024, will not be given an overall effectiveness grade.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school's education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  The inspectors met with senior leaders, a number of teaching staff, representatives from the governing body and local authority.  The inspectors carried out deep dives in these subjects: early reading, mathematics, performing arts and science. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also discussed the curriculum in some other subjects.  The inspectors scrutinised a range of documents, including leaders’ evaluation of the school and priorities for school improvement.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single

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Information about this inspection

central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The inspectors took account of the views of pupils, parents, and staff, as gathered through discussions and Ofsted’s surveys.

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Inspection team

Karen Kent, lead inspector His Majesty's Inspector

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Inspection team

Charles Joseph Ofsted Inspector 20 and 21 May 2025

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achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for children looked after, safeguarding and child protection.

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