Hinde House 2-16 Academy

What Ofsted said

From the inspection on 10 February 2026

Everyone is included at Hinde House. Pupils come from all walks of life. Many speak English as an additional language. More than half are disadvantaged, and many have special educational needs and/or disabilities (SEND). Teachers help everyone, regardless of their needs. Pupils who face extra challenges do very well here. This includes those in the school's specially resourced provision for pupils with SEND and those who attend the alternative provision, 'Belong, Learn, Transform'. Historically, not enough pupils left Year 6 ready for the challenges that Year 7 brings. However, changes to the curriculum and improvements in the quality of teaching are already bearing fruit. Pupils with gaps in their foundational knowledge, such as spelling and reading, are supported effectively. Children in the early years are prepared well for later learning in key stages 1 to 4. Pupils leave Year 11 with the tools and qualifications they need for their next steps. Pupils know that everyone is different. They respect others. Standards of behaviour have improved markedly in recent times. From the early years onwards, pupils behave well in classrooms and around the building. They enjoy coming to school and attend regularly and often. They feel safe and enjoy positive relationships with staff. Unkind words or discriminatory behaviour are rare. Incidents are dealt with quickly when they do occur. Pupils know what it is to be a good citizen. They are proud to be part of the Hinde House community. Pupils are taught to reflect on their beliefs. They understand right from wrong. There are many leadership opportunities, including being part of the junior leadership team. Clubs and extra-curricular opportunities are plentiful. The 'Brigantia Student Experience' is an entitlement for all pupils. It includes planned activities, from visiting a farm for younger pupils to visiting the Holocaust museum for those that are older.

What the school should improve

• Leaders should ensure that teachers' checks on pupils’ learning are used consistently well to identify gaps in pupils’ understanding and to inform subsequent teaching.
• Leaders should embed recent improvements to the curriculum and teaching so that pupils deepen their knowledge and build on their achievement, including at key stage 2.

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