Lift Unity City

What Ofsted said

From the inspection on 21 April 2026

Staff place pupils' safety and wellbeing at the centre of their work. Pupils benefit from this focus. Leaders put routines in place at the start of the school day to check that pupils are safe and ready to learn. Pupils are made aware of the risks they face in their local area and beyond. Staff teach pupils how these potential risks can be addressed. Staff are continually mindful of pupils' welfare and respond to concerns that may arise. They work with local partners, including the police, fire service and social care, to keep a watchful eye on pupils' wellbeing. Leaders encourage a culture of respect. Pupils typically respond positively to this. Staff take any incidents of bullying seriously. They work with pupils and families to show that bullying will not be tolerated. Leaders provide pupils with many opportunities to extend their interests and develop their character traits. In lessons, pupils behave well and focus on their learning. They enjoy respectful relationships with staff. Pupils who need extra help with their behaviour benefit from support. On occasion, behaviour outside of classrooms can be livelier, although not ill-tempered. Leaders are taking action to address the concerns that some pupils express over congestion on the busy stairways. Pupils, including disadvantaged pupils, have not achieved well enough over time. This is beginning to change. Improvements in the curriculum and teaching are helping pupils to make better progress through the curriculum. Pupils with barriers to learning, including those with special educational needs and/or disabilities, are receiving better support. This is enabling current pupils to overcome some of the emotional and social barriers to school life and some of the academic barriers to their learning. Pupils' attendance is improving, and increasing proportions of pupils now progress to education, employment or training.

What the school should improve

• Leaders should intensify developments in curriculum and teaching to further develop pupils’ foundational knowledge to support stronger achievement for all pupils, particularly disadvantaged pupils.
• Leaders should improve the use of assessment to check learning, deepen understanding and adapt teaching and the curriculum to better support pupils' progress.
• Leaders should further embed strategies to improve pupils’ behaviour and their perception of behaviour, particularly at social times and at times of transition at the end of breaks.

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