Gurney Pease Academy

What Ofsted said

From the inspection on 17 February 2026

When pupils arrive each morning, they are welcomed by caring staff. Consistent routines help pupils to start their day positively. For example, the 'soft start' to the morning provides pupils with time to have breakfast, play with their friends and talk to adults, who check how they are feeling. This helps pupils to develop positive relationships. Staff know pupils well. They have a deep understanding of the barriers to learning and wellbeing that a number of pupils face and support them effectively. Pupils develop a secure sense of belonging. Staff instil in them a sense of pride and teach them values, such as respect and tolerance. Pupils play an active part in the school and local community. 'Playground buddies' have responsibilities, such as organising activities for their peers at playtime. Older pupils help younger pupils at the start of the day to hang up their coats and bags, so they can settle into the school day quickly. Pupils develop their leadership skills as they organise charity and local community projects. This focus on helping others prepares pupils to contribute positively to society as adults. Pupils are keen to learn and attendance is improving steadily. Leaders have brought about some improvements to the quality of teaching that pupils receive. There is still more to do to ensure that pupils benefit routinely from high-quality teaching. There have been some recent improvements to pupils' achievement, especially in key stage 2 national tests. However, pupils do not achieve as well as they could across the school. The school provides a safe, nurturing environment for pupils to learn and develop. Pupils typically behave well. There are clear systems and routines that pupils follow that ensure the school is orderly. These routines begin in the early years, where children also learn to share, take turns and play collaboratively. Bullying is rare. If it happens, it is dealt with quickly.

What the school should improve

• Leaders should ensure that staff have the knowledge and skills they need to teach consistently well, particularly in relation to checking pupils' understanding carefully, so that learning is moved on at the right time.
• Leaders should ensure that gaps in pupils' knowledge in the foundations of phonics, reading, writing and mathematics are addressed quickly, so that pupils achieve well.
• Leaders should ensure that all subjects in the wider curriculum are designed consistently well to build precisely on the knowledge and skills that children learn in the early years.
• Leaders should develop their work further to ensure pupils develop a consistently sophisticated understanding of fundamental British values, protected characteristics and different world religions so they are well prepared for life in modern Britain.

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