Kettering Buccleuch Academy

What Ofsted said

From the inspection on 10 February 2026

There are very positive starting and end points at Kettering Buccleuch Academy. Children in the early years get off to a flying start and students in the post-16 provision are very well prepared for their next steps. Pupils across the school generally attend well. Warm, respectful relationships between staff and pupils are noticeable. This creates a positive and nurturing atmosphere, particularly in the primary phase. Staff know pupils well. Pupils know that staff will support them if they have any worries or concerns. Staff have high expectations of behaviour, and pupils respond by being polite and respectful towards each other. Bullying is rare, and generally pupils are confident that staff will sort out any incidents that occur. Pupils' conduct around the school is largely calm and orderly. Students in the post-16 provision experience excellent relationships with staff and their peers, reflecting the positive culture of the school. Most pupils enjoy their learning. They make secure progress from their starting points, including those with additional barriers to learning. The school provides for these barriers effectively and meets pupils' needs well. This enables them to feel part of the day-to-day life of the school. Pupils engage in their lessons well. High-quality teaching builds their understanding of the subjects they study. As a result, pupils typically achieve in line with national expectations and are well prepared for their next steps in education. Many pupils, and students in the post-16 provision, take on leadership roles. This enables them to contribute positively to the school community. These experiences help to develop their confidence. Pupils contribute to the local community through charitable work. This includes helping to run the school's food and clothing bank. The personal development programme helps pupils' understanding of the world around them. Pupils have access to opportunities, experiences and clubs that develop their talents and interests. They value these and make use of what is available.

What the school should improve

• Leaders should ensure that pupils develop a secure understanding of fundamental British values and different worldviews to better equip them for life in modern society.
• Leaders need to ensure that their actions to tackle some pupils' use of discriminatory language result in all pupils understanding and respecting one another's differences, so that all pupils feel equally valued and respected.

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