Ofsted
Who are Ofsted?
Ofsted is the Office for Standards in Education, Children’s Services and Skills. Ofsted inspect and regulate services that care for children and young people, and services providing education and skills for learners of all ages.
You can read more about Ofsted in their guide for parents, found here.
Latest Reports
Please find below the latest reports by Ofsted. If you would like hard copies, please contact the school who will be happy to assist. Below this section you can find a brief outline of the report which you can read to get an overview of our last inspection.
| When? | Download Link | |
| Inspection Report | March 2026 | Download |
| Inspection Report | February 2022 | Download |
| Short Inspection | November 2016 | Download |
| Monitoring Visit | October 2015 | Download |
Summary of Key Findings
Leadership at Kingfisher is thoughtful, strategic and rooted in a vision that places pupils’ welfare, learning and inclusion at the centre of the school’s work. They act with determination to maintain consistent, high‑quality provision across all phases, making decisions that reflect pupils’ best interests.
Pupils who previously struggled in mainstream settings feel more confident and engaged in learning, and their work shows increasing understanding across subjects. Older pupils work towards a range of qualifications, including GCSEs, functional skills and vocational awards.
The school has designed an ambitious curriculum that reflects the needs and starting points of its pupils. Leaders think carefully about what pupils should learn and the order in which they learn it, so that new knowledge builds securely on what pupils already know. Lessons are clear, calm and purposeful.
Kingfisher School places strong emphasis on understanding each pupil as an individual. Staff identify pupils’ needs quickly, whether these arise from special educational needs and/or disabilities, difficulties at home, social‑care involvement or disrupted previous schooling. Staff listen carefully to parents and carers. They respond promptly to any concerns. Staff adapt their practice so that pupils can take part in lessons with confidence. This includes short mentoring sessions that help pupils regulate their emotions, sensory equipment that supports focus and simple routines that make learning predictable and manageable. Leaders tailor these approaches to each pupil’s circumstances carefully.
What it’s like to be a pupil at this school
Woven into every corner at Kingfisher is a genuine sense of belonging and ambition. Pupils say that staff notice the small changes in how they feel, offering reassurance that helps them stay calm when emotions rise. For many who have faced uncertainty or difficult experiences elsewhere, this consistent care helps them settle, rebuild trust and arrive each morning with increasing confidence. Relationships with staff are kind, steady and respectful. Familiar routines help the school feel predictable and safe, giving pupils the structure they need to focus and take part in learning.
Pupils enjoy their lessons and talk enthusiastically about practical subjects, such as physical education, cooking and vocational workshops, where they learn new skills through meaningful hands‑on tasks. They value trips, residential visits and wider activities, including the Duke of Edinburgh’s Award, which help them discover new interests and feel proud of what they achieve. Many say staff encourage them to ‘try things they never thought they could’.
Pupils describe the school as calm and fair. Staff help them resolve disagreements quickly and repair friendships when things go wrong. Pupils know who to talk to if they feel unsure or worried, and they feel safe in lessons, around the site and during social times. Bullying is dealt with promptly and taken seriously. Because expectations are clear and staff respond consistently, behaviour has improved over time.
Pupils who find attending school difficult receive patient, personalised support. Many who previously attended only occasionally now come far more regularly. Students in post‑16 provision, and those taught away from the main site, receive the same care and attention, helping them stay connected and continue learning.
Across the school, pupils are proud of the progress they make. They know that the knowledge, confidence and skills they are developing will help them in the future. Most importantly, they say they feel accepted, encouraged and believed in.
School Performance Tables
You can also view the school performance tables by visiting the Department for Education website. Click on the link below to be taken to the website.
