Limehurst Academy

What Ofsted said

From the inspection on 23 June 2026

Limehurst Academy is a happy and inclusive community. Pupils are very well supported with their pastoral needs. This is underpinned by a thorough knowledge of pupils and excellent relationships between pupils and adults. Most teaching is effective in supporting pupils, including those with special educational needs and/or disabilities (SEND), to develop their knowledge and skills over time. Typically, pupils achieve well and they are well prepared for their next steps in education, training or employment. Many engage positively with their learning. However, some pupils are not given the precise support and challenge they need to make progress from their starting points. Leaders have established effective routines that begin each school day positively. Pupils demonstrate calm and respectful behaviour around the school. Leaders have prioritised attendance and this is a focus of the whole school community. Their actions have ensured that, overall, pupils’ attendance is steadily improving. Staff and pupils celebrate the school's multicultural identify. Pupils talk positively and knowledgeably about diversity and inclusivity. This means that pupils are respectful and cooperate consistently well with each other. Bullying and discrimination do not happen often. This is because leaders have carefully addressed these topics within the curriculum and personal development offer. If issues arise, they are dealt with proactively and effectively. Overall, there is a supportive school community where pupils feel valued and cared for. Pupils are very well prepared for life in modern Britain. The wider curriculum, including the personal, social and health education programme, is carefully adapted to support and educate pupils on emerging issues both nationally and in the local community. There are many opportunities for pupils to develop their talents, interests and leadership through a range of extra-curricular activities. Many pupils attend these, particularly disadvantaged pupils and those with SEND.

What the school should improve

• Leaders should continue to embed strategies to improve overall attendance.
• Leaders should ensure that staff consistently use their knowledge of pupils to adapt their teaching to provide appropriate support and challenge.
• Leaders should continue to develop the curriculum so that, in all subjects, teachers know precisely what key subject-specific knowledge and vocabulary pupils need over time.
• Leaders should ensure that monitoring and evaluation of all areas of the school’s work are consistently rigorous and precise so that leaders' actions are sharply focused on what needs to improve.

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