Ernesford Grange Community Academy

What Ofsted said

From the inspection on 18 March 2025

Ernesford Grange Community Academy has high expectations for its pupils. Pupils know the school's core values of respect, determination and kindness. They typically demonstrate these values in classrooms and corridors, which means they generally behave well and are polite. Pupils are positive about the school and speak positively about the sense of community. They know they have many adults who they can talk to if they have concerns, and they will be heard. Most pupils enjoy their learning and there is a sense of purpose in lessons. Staff have thought about what pupils need to learn and how they will learn it. This has resulted in teaching that is enabling pupils to learn more. Pupils talk with pride about their work and discuss their learning confidently. Older pupils feel well prepared for their examinations and subsequent destinations. Pupils feel safe at the school. They enjoy well-planned opportunities for their personal development. For example, there is an impressive variety of clubs and activities for pupils to engage with ranging from chess to building a sports car. Pupils appreciate these opportunities as well as the trips that the school organises.

What the school should improve

• There remain too many pupils who are absent from school too often, particularly some pupils who are more vulnerable. This means these pupils miss too much school and learning. The school should embed its strategic approach to improve attendance, working closely with parents and external agencies to improve attendance, especially for disadvantaged pupils.
• A minority of pupils who are often more vulnerable find it hard to meet the school's revised high expectations for their behaviour. This means that they are more likely to be suspended from school, missing valuable learning time and personal development opportunities. The school should ensure that there is ongoing support and review for those pupils who find it hardest to meet the school's high expectations for their behaviour such that the number of suspensions falls.
• Sometimes assessment is not used precisely enough to identify when pupils are secure in their learning. This means that pupils are not moved on to more complex work, which prevents them from deepening their knowledge in some subjects. The school should ensure that teachers use assessment effectively to identify when pupils are secure in their learning and ready to progress to more complex tasks.

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