Haughton Academy

What Ofsted said

From the inspection on 12 May 2026

Pupils feel safe and happy at Haughton Academy. They are well cared for by staff who know them well. Most pupils conduct themselves well in lessons and across the wider school. Pupils respond positively to the high expectations of staff and the clear routines in place. They know where to go if they need some extra help. However, the support that a minority of pupils receive to manage their behaviour is not improving their behaviour quickly enough. Bullying and any form of discrimination are not tolerated and are dealt with effectively. Most pupils enjoy coming to school and attend well, but a minority of pupils are absent too often and this impacts on how well they can achieve. Pupils study a broad and balanced curriculum that is generally taught well. They are starting to benefit from improvements that have been made to teaching. Pupils, including those who are disadvantaged and those with special educational needs and/or disabilities (SEND), are well supported to access their learning. Some pupils receive extra help to develop their knowledge and skills in reading, writing and mathematics. This is helping them to catch up with their peers. However, a significant minority of pupils do not achieve highly enough in national examinations. Pupils feel part of the wider school community. Staff encourage them to take part in a range of activities to broaden their experiences. Pupils, including those who are disadvantaged and those with SEND, have a voice in choosing what activities they would like to do. These include the young chefs cooking club, musical theatre and the youth group. They enjoy fundraising for charities and sending books to a school in Africa. Some pupils become role models for their younger peers by choosing to be a school leader. Pupils benefit from learning about the world of work. These experiences prepare them well for their next steps when they leave school.

What the school should improve

• Leaders should further consider, and adapt where necessary, the support they provide to help pupils regulate their emotions and manage their behaviour so that they remain engaged in school.
• Leaders should ensure severe and persistent absence continues to reduce so that pupils with very low attendance access more of their education.
• Leaders should ensure that the curriculum is consistently taught well, through high-quality teaching, to enable pupils to secure their learning over time.
• Leaders should ensure that pupils develop the knowledge and skills that they need, in order to achieve at a higher level in national tests and examinations.

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