Challenge Partners

In 2016 we began working with Challenge Partners to further drive the success of the school.

 Click here to read our QA Review (February 2022)

 Click here to read our QA Review Report (December 2017)

 Click here to read our QA Review Report (December 2016)


Below is a brief description of who the Challenge Partners are and the aims of the organization:

'We are a charity, owned and led by schools, who work together to lead school improvement. We believe that when schools are working in partnership to continually improve their practice then an excellence education for pupils will be achieved. We are made up of over 300 schools, from all different backgrounds across the country, who recognise that we are stronger together and that collaboration is the key to continued success. We exist to support schools in that role by facilitating constructive collaboration and challenge between them and providing a platform for activities which would not be possible for a school to undertake on its own.


Below are some of the key highlights from our reviews which are led by a team of senior leaders from a range of schools across the country as well as an OFSTED reviewer:

  • The Headteacher provides inspirational leadership. He is very effectively supported by senior staff and leaders at all levels. Leaders have established a culture of inclusion and innovation, in keeping with the school’s mission, to ‘engage children and staff through a creative, inclusive and inspirational curriculum.’ 

  • An exceptionally strong sense of purpose permeates the school. This is underpinned by a determination that all pupils do as well as they can, and is evident in the rapid progress pupils make, often within challenging circumstances. 

  • The school has a justifiably high reputation for its stimulating learning environment. Pupils rise to the expectations, modelled by teachers, in presenting their work imaginatively and creatively. They are inspired by the wealth of high quality work from across the curriculum displayed around the school. 

  • Teachers use questions effectively to gauge pupils’ understanding. In--depth marking leads to personalised feedback. Pupils become increasingly adept at self and peer assessment. Older pupils often develop their own criteria at the end of a unit of work, modelled on the ‘learning walls’. They are set flexible targets and are very clear about the steps they should take to achieve them.