Grove Academy

What Ofsted said

From the inspection on 14 April 2026

This is a warm and very welcoming school. Pupils have a clear sense of belonging and value the high levels of care that staff show for them. Staff know pupils well and understand their needs. Pupils with barriers to learning and/or wellbeing generally have their needs met. Pupils who join the school late and those who speak English as an additional language are well supported so that they settle quickly and feel included. Pupils, from the early years upwards, build positive relationships with staff and their peers. They quickly understand the high expectations that staff have for them. Pupils consistently meet these high expectations. They behave very well and are routinely respectful. Pupils feel safe because they are safe. They are confident that bullying and discrimination would never be tolerated and happen rarely in their school. Most pupils attend school regularly, but absence is not reducing as quickly as it should for some pupils. Staff ensure that pupils feel included in all areas of school life. Pupils enjoy a wide range of opportunities to broaden their experiences and develop their life skills. Pupils embrace the diversity and multiculturalism within their school. They have a well-developed understanding about the importance of equality and are well prepared for life in modern Britain. Pupils typically enjoy learning. Children make a secure start to their learning in the early years. However, as pupils move through the school, there is variability in how effectively they learn. Some pupils have gaps in their knowledge and do not achieve as securely as they could in national tests and examinations. This means they are sometimes insufficiently prepared for their next steps. Disadvantaged pupils typically make positive progress from their start points. The school is beginning to improve the consistency of pupils’ learning experiences and their achievement.

What the school should improve

• Leaders should ensure that assessment is consistently and effectively used to understand where pupils have misconceptions or gaps in their knowledge. Leaders should ensure that staff have the expertise to address knowledge gaps swiftly so that pupils achieve more securely.
• Leaders should ensure that they have a consistent approach to developing the accuracy and fluency of pupils’ writing.
• Leaders should embed their approaches to improving attendance so that absence rates are reduced.

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