City of Derby Academy

What Ofsted said

From the inspection on 9 June 2026

Most pupils feel safe in school. Staff greet them warmly each morning. Pupils' attendance has recently improved and they now attend school far more regularly and arrive punctually to both school and lessons. Many pupils trust staff to respond to their concerns, but the systems in place to ensure pupils' safety and wellbeing are not robust enough. Pupils report that bullying can occur, but they know there are many adults they can approach if they feel worried. However, some pupils still lack confidence that the school will act quickly enough when issues arise. Pupils have mixed experiences of learning because the quality of teaching varies too much. Pupils thrive in the lessons where teachers hold high expectations and meet their learning needs well. However, in some lessons, weaker teaching does not remove the barriers that many pupils face, including pupils with special educational needs and/or disabilities. Staff do not reduce gaps in learning in a consistent way. Many pupils are not as well prepared for their next steps in education, employment or training as they should be. Pupils recognise that behaviour in lessons and around the school has improved. The school appears to be calm. Pupils understand the rules and routines that they follow. They appreciate that they can now learn more often without disruption. They also value the more consistent approach that teachers take to managing behaviour. However, pupils’ attitudes to learning vary considerably. Some pupils focus well, begin tasks promptly and show a clear desire to learn. Too many others remain passive and reluctant to take part. These pupils choose to opt out of learning. Pupils are beginning to gain a sense of belonging to the school and to the community. They particularly value the extra-curricular activities available to them and are proud of their 'Green Power' achievements and their membership of the Combined Cadet Force. The academy council ensures that pupils' voice is heard and is used to support the school's continued improvement.

What the school should improve

• Leaders and those responsible for governance need to make sure that safeguarding systems and processes are strategically managed and rigorous, and are applied routinely so that their actions to keep pupils safe and promote their welfare are suitable, timely and tracked closely.
• Leaders need to ensure that the all pupils have the opportunity to attain well across the curriculum, so that they are prepared well to progress to suitable next steps in education, training or employment.
• Leaders need to ensure that the quality of teaching and learning is consistent across all curriculum subjects, including personal, social and health education, and key stages so that all pupils, including those with special educational needs and/or disabilities or with other vulnerabilities, secure the knowledge and skills that they need.
• Leaders should continue their work to improve pupils' attendance and behaviour so that pupils attend school often, behave well and are ready to learn.
• School and trust leaders need to ensure that they continue to identify the right priorities to improve the quality of the provision so that all pupils benefit from a positive educational experience.

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