Forest Academy

What Ofsted said

From the inspection on 10 March 2026

Pupils enjoy attending this school. Staff get to know pupils well and are supportive and encouraging. The school is highly inclusive, particularly for pupils with special educational needs and/or disabilities (SEND). The provision for each pupil is considered in fine detail so that any gaps in learning are identified. Staff use effective interventions to help pupils overcome any barriers to their learning. Typically, pupils achieve results in line with the national averages. Attendance also matches these national figures. Leaders continue to prioritise this daily so that pupils are consistently present to benefit from the school’s supportive and inclusive environment. The school tracks in considerable detail what experiences beyond the core curriculum pupils who are disadvantaged and/or have SEND take part in. This enables pupils to have a broad set of experiences and learn to be confident so that they are ready for secondary school. Pupils are supportive of each other and include everyone in their play. They are very active at playtimes, climbing, building, swinging on tyres or taking part in skipping and basketball games. They know who to talk to if they are worried about something. Staff deal with bullying promptly and well, on the rare occasions it occurs. This helps pupils to feel safe in school. The school makes the most of the local community. Leaders work closely with local charities and councils to enhance the learning environment. Staff engage with many external projects, aiming to bring experiences to the school so that everyone can take part. For example, staff organise regular theatre productions to bring stories to life for pupils. This work helps pupils to experience the wider world and be prepared well for life in modern Britain and for their next steps.

What the school should improve

• Leaders should ensure that staff choose activities for pupils that deepen pupils’ understanding of what they need to learn. This includes consistently reinforcing key spelling and grammar knowledge so that pupils are better prepared for the expectations by the end of Year 6.
• Leaders should further develop how adults support and extend children’s play in the early years, making the most of every opportunity for learning and developing their speech, language and vocabulary.
• All trustees should continue to access appropriate training and support so that they fully understand their role, particularly that of the management of a single academy trust.

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