North Kesteven Academy

What Ofsted said

From the inspection on 6 May 2026

The school has not taken all necessary steps to ensure that safeguarding is effective. Work has begun, at pace, to address this but more work is needed to ensure that pupils, including pupils that are regularly absent from school, are safe. Pupils do not achieve as well as they should by the time they leave the school. This has been the case for some time. Consequently, pupils are not as well prepared for their next steps as they should be. Too many pupils do not gain essential knowledge in English and mathematics. The quality of teaching that pupils receive varies too much between subjects and lessons. Teachers do not routinely adapt learning well enough to meet pupils' needs, including for disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND). This contributes to pupils not achieving as well as they should. Pupils know which staff to approach if they need help. Many pupils demonstrate a strong sense of belonging to the school community. Typically, pupils do not view bullying as a major issue and feel confident to report concerns. However, some pupils do not trust that staff will follow up their concerns as effectively as required. Pupils, including students in the sixth form, recognise the recent improvements across the school. They report that behaviour in lessons and around the site has improved significantly. Pupils behave well, show politeness and engage positively with adults. Pupils describe the school as 'stricter but fairer.' Learning is rarely disrupted. Social times are calm and well supervised. Typically, pupils with SEND, along with other vulnerable pupils, value the skilled support from staff that helps them manage their behaviour and be ready to learn. Attendance is beginning to improve. Pupils appreciate the breakfast club and the warm welcome they receive from staff each morning. Despite this, too many pupils, including those with SEND, are regularly absent. Pupils benefit from a wide range of opportunities to develop their talents and interests. They value the school’s extensive grounds and playing fields. Reading leads take great pride in their role and act as positive role models for younger pupils.

What the school should improve

• Leaders must ensure that they fulfil the statutory requirements for safeguarding set out in Keeping Children Safe in Education regarding reporting concerns, making referrals, keeping records of concerns and actions taken. They must ensure that the checks on pupils not in school but on the school roll are robust and effective and that attendance registers are completed accurately.
• Leaders and trustees must ensure that statutory core functions are appropriately conducted, particularly those relating to safeguarding. They must ensure effective oversight of the school’s priorities for improvement and offer the expert support and challenge necessary to improve the school at pace.
• Leaders should take effective action to raise achievement at the end of key stage 4 and key stage 5, particularly for pupils with SEND and disadvantaged pupils. They should ensure that pupils achieve a secure understanding of foundational knowledge in English and mathematics.
• Leaders should make sure that there is a well-planned curriculum across all subjects, that suitably builds on pupils’ starting points and that ensures that pupils, including disadvantaged pupils, pupils with special educational needs and/or disabilities (SEND) and students in the sixth form develop the foundations of learning needed to successfully progress to their appropriate next steps.
• Leaders should ensure that they embed highly effective teaching and assessment across the school so that all groups of pupils and students in the sixth form, make clear and sustained progress across the curriculum. They should continue the work to improve the information teachers receive in order to suitably adapt pupils' learning, particularly for pupils with SEND.
• Leaders should continue their work to analyse closely the absence of different groups of vulnerable pupils, to identify priorities accurately, and to continue to improve their attendance particularly for pupils that are persistently or severely absent and pupils with SEND.

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