Oriel High School

Oriel High School is a large mixed 11–18 comprehensive judged good in all inspected areas: quality of education, behaviour and attitudes, personal development, leadership and management, and sixth-form provision. Safeguarding is effective. This was the school’s first routine inspection since the COVID-19 pandemic and, under the current framework, it did not receive an overall effectiveness grade. Pupils benefit from an orderly, respectful and safe environment, typically behave well, and are supported by strong relationships with staff. Sixth-formers are good role models and take on leadership roles readily. The school has high expectations and a strong culture for learning. It offers a broad curriculum with academic and vocational routes, well-sequenced teaching, effective SEND identification, ambitious reading support, strong personal development and a wide extra-curricular offer. Careers guidance is high quality and most pupils progress to further study or employment. Leaders have a clear vision, staff feel well supported, and parents are positive about the school. The school also houses a specially resourced provision for pupils with speech and language difficulties. There are nonetheless important areas to improve. Teachers do not always check carefully enough that new learning is understood, particularly for vulnerable pupils such as those with SEND or disadvantaged backgrounds in the main school, and sometimes for sixth-form students. Some disadvantaged and SEND pupils still miss school regularly despite the school’s work. Leaders and governors do not always use clear, measurable evidence to evaluate the impact of their actions. In addition, EBacc participation is below the national average because fewer pupils take modern foreign languages, although the school is encouraging greater uptake.

Strengths

• Orderly, respectful and safe environment across a large campus
• Sixth-formers act as strong role models and take on leadership roles
• Pupils typically behave well and have good relationships with staff
• Broad curriculum with strong academic and vocational offer
• Well-sequenced learning and skilful teaching with effective modelling and discussion
• Effective SEND identification and useful support, including specialist provision
• Ambitious reading support for pupils who need it
• Strong PSHE and mixed-age mentor groups supporting personal development
• Wide curricular and extra-curricular provision valued by pupils and parents
• High-quality options and careers guidance with strong progression to further study or employment
• Clear leadership vision, accurate improvement identification and well-supported staff
• Committed governors and positive parental views
• Effective safeguarding arrangements

Areas for Improvement

• Inconsistent checks on understanding for vulnerable pupils, especially SEND or disadvantaged pupils, and sometimes sixth-form students
• Some disadvantaged and SEND pupils still have poor attendance despite improvement work
• Leaders and governors do not always use clear measurable evidence to evaluate impact
• EBacc participation is below the national average because of lower modern foreign languages take-up

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Oriel High School attended 91.2% of sessions (the national figure for secondary schools was 91.6%). 26.4% of pupils were persistently absent, missing at least one session in ten (nationally 23.4%).

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, 4.0% of pupils at Oriel High School were suspended at least once (nationally 7.3%). 2 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 Oriel High School had 15.2 pupils for each teacher (the national figure for secondary schools was 16.7). Of its teachers in 2024–25, 12.1% were no longer at the school a year later (nationally 14.1%).

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, 16.7% of pupils at Oriel High School were on SEN support (nationally 14.1%) and 3.5% had an education, health and care (EHC) plan (nationally 3.5%).

The school has resourced provision with 1 pupil.

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 secondary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Oriel High School received £8,436 and spent £8,476 for each of its 1,441 pupils. It ended the year with reserves of £317,000 (£220 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).

• Primary Schools
• Secondary Schools

All schools in Crawley · West Sussex local authority: places and applications

What is Oriel High School's Ofsted rating?

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

When was Oriel High School last inspected by Ofsted?

Oriel High School was last inspected in May 2025.

How many pupils does Oriel High School have?

Oriel High School has 1,441 pupils on roll.

What age range does Oriel High School cover?

Oriel High School for pupils aged 11 to 18.

What are Oriel High School's GCSE results?

In 2026 its average Attainment 8 score was 46.0, and 43% of pupils achieved grade 5 or above in both English and maths GCSE.

Where is Oriel High School?

Oriel High School is at Matthews Drive, Maidenbower, Crawley, West Sussex, RH10 7XW.