Shaftesbury High School

Shaftesbury High School has improved significantly since its previous inspection and is now a strong, warm and highly supportive special school. Pupils, all of whom have education, health and care plans, benefit from high expectations, a personalised curriculum and staff who understand their complex needs. Behaviour is exemplary, and pupils are kind, calm and enthusiastic about learning. The school’s personal development provision is exceptional, with rich community experiences, travel training, work experience and leadership opportunities helping pupils become more independent and confident. Reading is prioritised well, including phonics and early language support, and the sixth form prepares students effectively for adulthood through a well-planned programme and suitable destinations. Leadership and governance are strong, staff receive high-quality training and support, and safeguarding is effective. The main area for further work is that curriculum design in a few wider subjects is not yet fully embedded, which can limit how deeply pupils develop their understanding in those areas.

Strengths

• Pupils behave in an exemplary, kind and considerate manner.
• Personal development provision is exceptional and highly valued by pupils.
• The curriculum is aspirational, well-structured and personalised to pupils’ EHC plans.
• Reading is prioritised highly, with expert phonics and early language teaching.
• Staff skilfully support pupils to overcome challenges and engage in learning.
• The school provides rich enrichment, leadership and community experiences.
• Support for attendance is effective and works closely with families.
• Sixth-form students are well prepared for independence, work and suitable destinations.
• Leaders and governors have taken robust action to strengthen the school.
• Staff receive high-quality training and development, and their well-being is prioritised.
• Safeguarding arrangements are effective.

Areas for Improvement

• In a few wider curriculum subjects, aspects of curriculum design are not fully embedded, which can limit how securely pupils develop understanding.

In 2024–25 pupils at Shaftesbury High School attended 86.2% of sessions (the national figure for special schools was 87.2%). 37.6% of pupils were persistently absent, missing at least one session in ten (nationally 35.3%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 12.3% of pupils at Shaftesbury High School were suspended at least once (nationally 5.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Shaftesbury High School had 6.2 pupils for each teacher (the national figure for special schools was 6.6). Of its teachers in 2024–25, 24.8% were no longer at the school a year later (nationally 14.5%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26 Shaftesbury High School had 165 pupils, 100.0% of them with an education, health and care (EHC) plan (nationally 99.5%).

It says it provides for: specific learning difficulty; moderate learning difficulty; severe learning difficulty; speech, language and communication needs; hearing impairment; vision impairment; multi-sensory impairment; physical disability; autistic spectrum disorder; other difficulty or disability.

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded special school schools. Counts are as published, with small numbers not hidden.

In 2025–26 Shaftesbury High School received £34,882 and spent £34,478 for each of its 165 pupils. It ended the year with reserves of £155,000 (£939 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

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What is Shaftesbury High School's Ofsted rating?

The latest Ofsted rating for Shaftesbury High School is Good, from an inspection in June 2025.

When was Shaftesbury High School last inspected by Ofsted?

Shaftesbury High School was last inspected in June 2025.

How many pupils does Shaftesbury High School have?

Shaftesbury High School has 165 pupils on roll.

What age range does Shaftesbury High School cover?

Shaftesbury High School for pupils aged 11 to 19.

Where is Shaftesbury High School?

Shaftesbury High School is at Headstone Lane, Harrow, HA3 6LE.