Cromwell Academy

What Ofsted said

From the inspection on 13 January 2026

Pupils at this school develop into articulate, thoughtful and well-rounded individuals. They hold very positive views of the school, attend well and have a secure sense of belonging. Staff quickly get to know pupils' likes, interests and needs regardless of whether they arrive in the early years or midway through the school year. Pupils, from early years upwards, settle quickly into school and make friends. The warm, daily welcome from the much-loved dog at the school gate and teachers at the classroom door contributes to a calm and positive start to the day. Pupils are cared for and safe. The positive relationships between staff and pupils are clear to see. Pupils are not overly concerned about bullying and have confidence in staff to sort out any problems. They understand the high standards of 'the Cromwell way' and most pupils follow this well. Pupils relish receiving 'above and beyond' certificates for their kind behaviour. Staff are keen for pupils to succeed. Pupils enjoy how staff bring the curriculum to life, for example through trips to museums to learn about history. Overall, pupils at this school achieve in line with their peers nationally. Some pupils, though, are capable of having their knowledge deepened further. Staff strive to ensure that pupils with special educational needs and/or disabilities (SEND) can access the curriculum. However, these pupils often receive work that is not matched precisely enough to their needs. This affects how quickly their gaps in knowledge are addressed. Pupils value opportunities to develop their musical and sporting interests. They benefit from the range of clubs on offer, including the wider choice of lunchtime clubs so that more pupils can take part. Pupils have their horizons broadened and try new experiences which help prepare them for life beyond school, such as the chance to go to the seaside or take a train ride.

What the school should improve

• Leaders should ensure that teachers across the school know how to design and adapt learning activities that precisely meet the needs of pupils, including pupils with special educational needs and/or disabilities (SEND). • Leaders should ensure that pupils with SEND across the school make suitable progress through the curriculum from their starting points. • The school should continue to ensure that older pupils develop consistent self-discipline during unstructured times. • Leaders should ensure that staff in the early years consistently tailor pedagogical approaches to sustain children's engagement in meaningful learning activities.

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