Kitts Green Academy

What Ofsted said

From the inspection on 12 May 2026

Kitts Green Academy is a caring environment where adults understand pupils and welcome them with a smile. Leaders and staff alike recognise how vulnerable pupils are due to their special educational needs and/or disabilities and understand the importance of positive relationships in helping pupils feel safe. This is an aspect that has been carefully developed and both pupils and staff recognise it as a significant improvement. Pupils generally feel safe and say that behaviour has improved. They value the role of trusted adults when they have worries. Adults are vigilant and supervise pupils carefully. As a result, bullying is rare, but leaders respond promptly when it occurs. There are times when pupils still feel concerned when others become anxious or unsettled, but the school is becoming increasingly calm, particularly in the classes where pupils have been at the school longer. Most pupils have had negative experiences of education prior to joining the school and many have missed considerable periods of learning. Leaders and staff know pupils well, understanding their lived experiences and their social, emotional and mental health needs. They provide increasingly effective pastoral support that helps pupils to engage in learning. Staff are skilled at recognising when pupils are struggling and at de-escalating situations that might lead to them becoming anxious. As a result, pupils are beginning to engage in and enjoy their learning more fully. Leaders know there is more to do to improve the curriculum and its delivery to maximise pupils’ engagement and achievement. Pupils benefit from a detailed curriculum that has been planned to meet their needs effectively. However, there is inconsistency in how well the curriculum is taught and the processes for helping pupils catch up when they miss learning. This means that pupils do not achieve as well as they could.

What the school should improve

• Leaders should ensure they provide staff with suitable training and support to equip them with the necessary knowledge and skills to deliver the curriculum effectively. This should include how well staff match activities to the intended learning and the precision with which they make adaptations to address pupils' needs.
• Leaders should ensure that levels of absence are reduced so that pupils miss less time at school.
• Leaders should ensure that when pupils miss learning, an effective strategy to help them to catch up on key learning is in place across the curriculum.
• Leaders should ensure that the personal development and wellbeing programme is well structured and monitored to ensure all pupils consistently access, and benefit from, the valuable opportunities the school provides.

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