Inkersall Spencer Academy

What Ofsted said

From the inspection on 9 June 2026

Inkersall Spencer Academy is a happy and very nurturing school. Pupils feel secure due to the caring relationships they have with staff. They attend well and staff greet them warmly each morning, with a breakfast snack and drink. This helps pupils be ready to learn and they settle quickly to their morning tasks. If there are any worries, parents and carers typically praise staff for how they go above and beyond to support pupils and their families. Pupils feel safe because staff support them effectively with their behaviour too. Pupils understand the school’s high expectations to follow the ‘Inkersall Way’ and ‘be ready, respectful and safe’. When pupils find following the expectations a challenge, staff support them sensitively. Staff help pupils understand and respect each other’s needs. Pupils get on well with one another and enjoy active playtimes together. Disagreements are uncommon and pupils rarely encounter unkind behaviour like bullying. They are confident that adults will resolve this quickly and effectively if it happens. Pupils enjoy school and learning. Children have a great start to their education in the early years, including the nursery. Pupils benefit from increasingly effective support when they have any barriers to learning or their wellbeing. As a result, pupils progress generally well through the school’s ambitious curriculum. Overall, pupils achieve well over their time at Inkersall, preparing them well for moving on to secondary school. Pupils’ broader development is positive too. Pupils develop the confidence and resilience they need for their future lives. Through a range of well-considered experiences, pupils’ ambitions are increasing and they learn to be responsible members of their communities. Pupils are keen to hold roles such as school councillors, playtime leaders, eco warriors, safety and ‘truly trusted’ values ambassadors. They take pride in their achievements and in supporting others.

What the school should improve

• Leaders should ensure teaching is consistently effective, particularly by ensuring that teachers check pupils’ learning robustly and adapt teaching and activities to address their misconceptions. This includes gaps in handwriting, spelling and punctuation.
• Leaders should ensure that the barriers to learning for all pupils with special educational needs and/or disabilities are identified precisely. They should ensure that the adaptations staff make consistently support pupils to overcome barriers to learning and support their longer-term success.

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