Castle Academy

What Ofsted said

From the inspection on 6 May 2026

Pupils are immensely proud of their welcoming school. Castle Academy is a harmonious oasis of calm in a busy town centre. Pupils embrace their diversity and say with confidence that it is ‘okay to be different’. They understand the importance of treating everyone with fairness and respect, regardless of disability, culture, race or religion. Children in the early years make a positive start to their education. Many pupils join the school at different stages of their schooling. Staff support them to settle in quickly and feel a sense of belonging, like part of a family. Without delay, staff find out if pupils have any additional needs or barriers to learning. They make sure that pupils receive any necessary support, which encourages them to attend school regularly. Pupils’ behaviour is exemplary across the school. Relationships between staff and pupils are caring and respectful. Pupils develop happy friendships. Playtimes are active, with pupils of all ages playing cooperatively in a range of activities and games. Bullying or unkindness is rare, and if either does happen, staff resolve concerns quickly. Pupils feel safe and that they can talk to staff about any worries. Pupils have highly enthusiastic attitudes to learning. They listen intently in lessons and contribute eagerly. The school instils pupils’ self-belief that they can be successful. Pupils benefit from a well-designed and well-delivered ambitious curriculum. Although many pupils experience personal challenges that hinder their learning, pupils achieve well overall, including in national tests. The school prepares pupils well for their next stages of education. Pupils’ personal development and wellbeing underpin all learning. Pupils thrive through the school’s thoughtfully considered programme. Enriching experiences help pupils to learn about modern society and how they can make positive contributions. Musical recitals, career days, theatre workshops, exhibitions and opportunities to work with the local secondary school and university raise pupils’ ambitions and aspirations.

What the school should improve

• Leaders should continue to ensure that staff deliver the curriculum consistently well, using the agreed teaching strategies and adaptations effectively.
• Leaders should further embed improvements in the early years to ensure that staff maximise children’s engagement and learning through consistent and deliberate high-quality interactions.
• Leaders should robustly monitor and review their inclusion strategies to ensure that they have the intended impact on best supporting pupils' learning, especially those who are disadvantaged.

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