Goldington Academy

What Ofsted said

From the inspection on 12 May 2026

Pupils feel a real sense of belonging in this welcoming and supportive community. There are very positive relationships between staff and pupils. Pupils receive excellent pastoral support for their wellbeing. As a result, they feel safe and happy. All pupils, including those with additional barriers, thrive and are well prepared for life beyond school. Pupils study a high-quality and consistently delivered curriculum. They achieve extremely well. Pupils who are disadvantaged get the help they need to excel. Pupils with special educational needs and/or disabilities achieve as highly as their peers. Leaders have high expectations of all pupils. As a result, pupils have high aspirations and consistently produce high-quality work. Pupils have high attendance. Behaviour is typically exemplary. In lessons, there is a calm and purposeful learning environment. Pupils want to learn. Around the site, pupils conduct themselves well. There is no culture of bullying or harassment. Pupils who may occasionally struggle to match the school's high expectations receive bespoke and effective support to help them settle and engage. There is a wide range of opportunities for pupils to extend their learning. They praise the extensive number of clubs, such as rowing, steel pans and fun friends. Many of these activities are initiated and led by pupils. They describe how these opportunities give them the knowledge to choose the best options for their next steps. Disadvantaged pupils engage fully with the school's excellent programme. This includes the many leadership roles they can choose to take up. Pupils' views get heard. They are able to point to many examples of how things they have requested have changed for the better. Pupils build positive character traits such as resilience and respect. They are very well prepared for their next steps.

What the school should improve

• Leaders should continue their work to ensure that teaching consistently develops independent thinking and self-regulation, particularly in the learning of younger pupils, so that it has a transformational impact on their achievement and experiences.

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