Drake Primary Academy

What Ofsted said

From the inspection on 24 February 2026

Leaders set high ambitions for the pupils who attend this inner-city school. Their current actions are working to realise these aims. Pupils describe the school as friendly and say they work hard. They feel safe, trust the adults they speak to and enjoy a well-designed and engaging curriculum. By the end of key stage 2, pupils, including disadvantaged pupils, achieve broadly in line with averages in national tests. However, too few pupils learn to read well by the end of key stage 1. The needs of pupils with special educational needs and/or disabilities and those facing other barriers to their learning are understood by staff. Staff make helpful adaptations so pupils can access learning, but the positive impact of this help and support is inconsistent. The youngest children benefit from a warm and welcoming start to school. Pupils benefit from a variety of enrichment opportunities to enhance their learning and broaden their understanding of the wider world. Pupils are proud to hold positions of responsibility and contribute positively to the school and wider community. This helps pupils to develop leadership skills and resilience and to be well prepared for life beyond school. Systems and procedures keep pupils safe. Classrooms remain calm and focused on learning. Leaders have rightly prioritised behaviour, and their actions are making a positive difference. Pupils generally show kindness and understand the importance of respect and tolerance. However, although pupils' behaviour is improving, it sometimes falls short of leaders' expectations. Bullying is not presently a significant issue. When concerns arise, leaders investigate thoroughly and ensure they hear all voices. However, leaders do not use their recording systems as effectively as they could to track patterns of behaviour. Attendance remains an ongoing concern for some pupils. Barriers to some pupils' regular attendance are not fully addressed.

What the school should improve

• Leaders should strengthen their oversight of the support for pupils with special educational needs and/or disabilities and check more regularly that staff implement strategies as intended and that provision matches pupils’ needs and is adapted quickly when pupils' needs change.
• Leaders should ensure that teachers use the new assessment systems effectively to identify gaps in pupils’ knowledge accurately and adjust teaching to support pupils to learn well.
• Leaders should ensure that phonics is taught with consistency and precision so that pupils in the early stages of reading learn to read well.
• Leaders should analyse attendance patterns more closely, identify the reasons behind absence and take targeted action that removes barriers and improves attendance.
• Leaders should ensure school improvement actions are carried out by appropriately skilled staff and monitor and evaluate these effectively in order to bring about more rapid improvements.

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