Ormiston Sudbury Academy

What Ofsted said

From the inspection on 24 February 2026

Pupils make the most of the opportunities afforded to them. They want to do well as individuals and as school community. For example, over 150 pupils recently took part in the school’s musical. Many pupils take part in the array of extracurricular opportunities. These range from learning Japanese to finding out about their heritage in ancestry club. Overall, pupils' gain a positive experience of school underpinned by caring relationships with staff and each other. Throughout the school, pupils show resilience, maturity and optimism. They benefit from opportunities to undertake leadership roles, such as wellbeing ambassadors. Pupils with special educational needs and/or disabilities access the full school offer. Pupils are helped to have a clear sense of belonging to their school. They attend regularly. Pupil voice is valued, supporting them to feel seen and heard. Pupils have a healthy respect for one another and acceptance of difference. They are sensitive and understanding of the barriers that people may face due to their disabilities. Consequently, they are being well prepared for life in modern Britain. Pupils are appreciative of the high-quality pastoral support they receive. Bullying, when it occurs, is dealt with effectively. This helps pupils to feel safe and they know that they can share concerns with staff who will act promptly. While pupils’ outcomes in national tests are not in line with those of their peers nationally, the curriculum in place is generally effective. Pupils are motivated in their lessons. They listen attentively and participate well. Pupils take the initiative to further their learning as they have been inspired by their teachers. For example, some pupils undertake masterclasses in printing in their own time. Increasing proportions of pupils are securing appropriate next steps in education, training or employment.

What the school should improve

• Leaders should ensure that they continue to drive school improvement with precision so that pupils achieve well over time and attain more highly in national examinations.
• Leaders should ensure that staff use information about pupils' starting points and needs, including in reading, consistently and to adjust support accordingly so that pupils make the gains in learning that they should.

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