New Level Academy

What Ofsted said

From the inspection on 19 May 2026

Pupils often join New Level Academy having experienced disruption or negative experiences in their education. As a result, they do not always appreciate or value education. Positive relationships between pupils and staff support pupils to feel a sense of belonging. Each day, staff welcome pupils into the building and chat with them during breakfast time to understand how they are feeling. Pupils appreciate the care that staff show for their wellbeing. Pupils typically behave calmly in lessons and around school. However, some struggle to maintain their focus. Staff do not apply expectations for behaviour consistently well and expectations for how pupils should behave are too low. As a result, pupils do not consistently demonstrate respectful behaviour and positive attitudes to their learning and often become disengaged in their learning. Staff do not take effective action to address the barriers that affect pupils’ learning, including for pupils with special educational needs and/or disabilities. There are too many inconsistencies in how the curriculum is taught, which do not support pupils to learn well over time. Systems to identify and address gaps in pupils' knowledge are not in place. As a result, pupils do not make the progress they should. Pupils have limited access to extra-curricular activities or a structured careers programme. Although they show respect for others, pupils are not well prepared for the next stage in their education or life in modern Britain. The proprietor and leaders do not have a suitable oversight of the school. Their actions to drive school improvement are too slow. As a result, they have not ensured that the independent school standards are consistently met.

What the school should improve

• The proprietor and leaders must strengthen the school’s systems to check and evaluate the quality of education that pupils receive and make any changes needed promptly.
• The proprietor and leaders must establish a consistent and robust approach to assessment so that teachers identify gaps in pupils’ knowledge accurately and support pupils to build secure knowledge over time.
• Leaders must ensure that teachers use pupil information effectively to adapt teaching and the curriculum so that all pupils, particularly disadvantaged pupils and pupils with SEND, learn and achieve well.
• Leaders must strengthen the teaching of foundational knowledge, particularly in relation to reading.

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