Nottingham Academy

What Ofsted said

From the inspection on 21 April 2026

Pupils are very well known at Nottingham Academy, which is quite remarkable given the school's size. In the primary phase, pupils are eager to see their teachers and greet staff warmly. Staff are friendly, caring and respectful. One older pupil summed this up by saying, 'Staff go the extra mile for you here.' Pupils respond well to this approach. They are respectful to staff and to one another. While disagreements sometimes occur, pupils generally get on well, which helps to create a calm learning environment. Bullying is rare, and pupils are confident that staff respond quickly and effectively when concerns arise. Around the site, pupils' conduct is calm and orderly. The school creates a strong sense of welcome for pupils, regardless of their background or when they join. Pupils are proud of the school's diversity and feel safe and valued. As a result, they enjoy school and usually attend well. Many pupils have positive attitudes to their learning and are keen to learn. This is particularly seen in the early years where children burst with excitement about their work and achievements. Students in the sixth form are also keen to be recognised for their success by having their 'picture on the door'. Most pupils make secure progress from their starting points, including those with additional barriers to learning. The school provides for these barriers effectively and meets pupils' needs well. This is particularly the case for those who are new to English. This enables all pupils to feel part of the day-to-day life of the school. High-quality teaching builds pupils' understanding of the subjects they study. As a result, most pupils typically experience success in learning. While not all pupils achieve in line with national expectations in tests and exams, most are well prepared for their next steps in education. The personal development programme deepens pupils' understanding of the world around them. Pupils value the opportunities, experiences and clubs that develop their talents and interests.

What the school should improve

• Leaders should continue to refine their systems to support vulnerable pupils so that any barriers to success are consistently and effectively addressed in a timely manner.
• Leaders should expedite plans to embed the handwriting scheme into key stage 2 and have an appropriate catch-up strategy in place for those who continue to struggle to write clearly.
• Leaders need to ensure that all teaching continues to consistently build the knowledge and skills pupils need to achieve successful outcomes.

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