Pool Academy

What Ofsted said

From the inspection on 3 March 2026

The school has undergone a period of change in recent years. As a result, many pupils have a positive experience in the school. They feel safe. Pupils generally enjoy learning. They benefit from a curriculum that is increasingly ambitious, carefully planned and delivered through engaging lessons. Those who attend regularly achieve well because they gain the knowledge they need to move to the next stage of their education. Many pupils feel valued as individuals. Staff know the pupils well and there is a range of provision on offer to help pupils overcome barriers to learning and personal development. Although most pupils behave sensibly in lessons, a significant minority do not meet the school’s behaviour expectations in corridors and around the school. Some pupils are unsure of the rationale for certain rules, and staff do not apply them consistently. This inconsistency leads to pupils' perceptions of unfairness, which in turn causes some pupils to disengage from learning. Some disadvantaged pupils and pupils with special educational needs and/or disabilities spend too much time out of lessons and therefore miss the well-planned curriculum. This limits their learning. As a result, these pupils develop gaps in their knowledge and do not achieve as well as they should. Many pupils enjoy positive relationships with staff and other pupils. However, some pupils report that bullying is an ongoing concern that is not resolved as effectively as it should be. Pupils benefit from a rich personal development programme that helps them broaden their interests and build their character. They can take part in a range of enrichment opportunities such as annual trips to Valencia and Berlin. Pupils also learn about local and national career pathways, helping them to make informed decisions about their future education, training or employment. Learning about different cultures and faiths helps pupils develop greater inclusivity and respect for others.

What the school should improve

• Leaders should ensure that all staff apply the school’s behaviour policy consistently and as intended, so that pupils develop a secure and shared understanding of what constitutes appropriate behaviour.
• Leaders should ensure that pupils who face barriers to learning are supported to improve their behaviour successfully over time and, when learning is missed, are able to catch up quickly with their peers.
• Leaders should ensure that the recently introduced anti-bullying strategy is implemented consistently and effectively so that pupils’ concerns about bullying are addressed in a timely and appropriate manner.
• Leaders should ensure that teachers consistently check pupils’ understanding to identify misconceptions and adapt their teaching as necessary.
• Leaders should ensure that when new policies and practices are reviewed, actions to adapt or improve current practice are swift and have measurable impact and are subject to suitable challenge from governors and trustees.
• Leaders should actively seek the views of parents and ensure that changes to the school are clearly communicated so that all parents have confidence in the work of the school.

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