Acle Academy

What Ofsted said

From the inspection on 12 May 2026

Pupils feel that Acle Academy is an extension of their family. Pupils are well supported when they join the school. They value how well their teachers know them as individuals. Pupils forge new friendships that become strong, meaningful relationships. There is a deep-rooted trust between staff and pupils. This helps pupils feel safe and cared for. If they have worries or concerns, they know there is always someone to speak with. Pupils are confident that they will be helped. Sometimes pupils’ specific barriers to learning are not clearly defined. Here, adaptations to their learning are not as effective as they could be. However, many pupils with special educational needs and/or disabilities (SEND) benefit from individualised support. They thrive in the classroom and beyond. Pupils enjoy learning. They respond to the high aspirations teachers have for their futures. Pupils work hard. They achieve well. Pupils are polite and engaging. They value each other’s right to learn. Learning is rarely disrupted. Pupils enthusiastically collect rewards pins. These celebrate their achievements and contributions to the school and each other. This is a school community founded on respect. Consequently, bullying and unkind behaviour are rare. If they do happen, they are swiftly addressed. Some pupils, including disadvantaged pupils, do not attend school regularly. The support that some of these pupils receive has not helped them overcome their barriers to regular attendance. However, most pupils are now attending school more often. Pupils value the differences that bring them together. They understand about the importance of living their lives around strong values and purpose. This prepares them well for life beyond the school gates and their futures. Pupils enjoy a diverse array of wider opportunities. They proudly represent the school in sports events. Disadvantaged pupils and pupils with SEND are encouraged to take part in life-defining experiences. Budding performers, musicians and technical crews lay on ambitious school shows. Pupils take on learning a new skill or craft. Others immerse themselves as wizards or warriors in fantasy role-playing worlds.

What the school should improve

• Leaders should ensure that they precisely identify the individual needs of pupils and communicate with staff the most effective strategies to help them adapt their teaching to meet those needs.
• Leaders should ensure that they develop and implement plans that support pupils to attend school regularly.
• Leaders and those responsible for governance should ensure that they use the information from quality assurance processes to measure the impact of actions and, if needed, make precise adaptions to improvement strategies.
• Leaders should ensure that teachers use assessment information consistently well across the curriculum to identify what pupils know, address misconceptions and adapt future teaching where needed.

Read the full Ofsted report (opens in a new tab)