Cloughwood Academy

What Ofsted said

From the inspection on 28 April 2026

Pupils feel like they belong here because they are accepted for who they are. They have trusting relationships with staff, who care deeply for their wellbeing. Pupils enjoy the school’s calm atmosphere, and they maintain positive friendships. They behave respectfully towards each other. Bullying is rare. Staff deal with this decisively if it occurs. Pupils feel safe and included in all aspects of school life. Many pupils have previously been disaffected with education. However, during their time at Cloughwood, there are considerable and sustained improvements in pupils' attitudes to school, which are reflected in their improved attendance rates. Pupils begin to love learning again. From their varying starting points, pupils generally progress well through the broad and interesting curriculum. Staff address any barriers to learning quickly and effectively. Pupils succeed in gaining appropriate functional skills, qualifications and GCSEs. There is a clear focus on ensuring that pupils are well prepared for their next steps in education, training or employment. Older pupils relish the opportunities to act as role models. They have a range of responsibilities, such as reading buddies, sports leaders or helping out in the kitchen. They experience a range of enrichment activities. These include learning to play the guitar or drums, playing golf and taking part in residential visits. Interesting trips and a range of visitors enhance the curriculum and equip pupils for life beyond school. For example, a recent visitor helped pupils to learn about the dangers involved in gangs and knife crime. Pupils are well supported to understand what it means to be a positive and productive member of society. Leaders ensure that pupils have the right knowledge and skills to be very well prepared for life in modern Britain.

What the school should improve

• Leaders should ensure that staff are provided with the support they need to deliver the phonics curriculum with greater precision to help pupils make even better progress in securing and applying their reading knowledge.
• Leaders should refine the curriculum to be even more specific about the key knowledge that they want pupils to know in some subjects to help deepen pupils’ understanding.
• Trust and school leaders should check on the quality of the curriculum and teaching more closely to ensure that subjects are consistently and highly effectively taught to promote even higher expectations for pupils’ achievement.

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