Skinners' Academy

What Ofsted said

From the inspection on 14 April 2026

As pupils enter the school gates in the morning, staff greet them warmly. Staff immediately check on pupils’ wellbeing and whether they have everything they need to have a successful day. Pastoral staff are on hand to offer immediate support when needed. This sets pupils up for a productive day of learning. It is common to hear pupils and staff wishing each other a ‘good rest of the day’. Pupils make new arrivals to the school feel very welcomed. These pupils are supported to integrate into school life and make friends quickly. Pupils like how the school knows and celebrates them as individuals, for example they appreciate the `shout outs' they receive on their birthdays during line-up time. This exemplifies the friendly and respectful relationships across the school. Behaviour is typically sensible and mature, and pupils work hard in class. Reported bullying is rare and, should it occur, it is dealt with appropriately. Pupils feel safe at school. This is because the large safeguarding and pastoral teams are always on hand. Staff are approachable and ready to help pupils with any worries or concerns they may have. Most pupils attend school regularly. They enjoy learning as they benefit from an ambitious curriculum which is generally taught effectively. Leaders ensure that all pupils are included in every aspect of day-to-day school life. Support for disadvantaged pupils, those with special educational needs and/or disabilities and those with other barriers to learning and wellbeing is effective. As a result, all groups of pupils and sixth-form students achieve well overall in national examinations. They are well prepared for the next stages of their lives. The school offers pupils a range of enrichment activities. For example, through the annual activities’ week at the end of the year, pupils visit various museums and art galleries. All Year 10 pupils can work towards the bronze Duke of Edinburgh's Award, which includes volunteering. Almost all pupils completed this last year. In the sixth form, however, opportunities beyond the formal curriculum are less extensive.

What the school should improve

• Leaders should continue their work on the curriculum so that in all subjects, teachers know precisely what key subject-specific knowledge pupils need to master.
• Leaders should continue their work in developing teaching expertise, so that teachers consistently adapt their teaching to meet the needs of both pupils who need extra help and those who could deepen their knowledge and understanding to achieve even higher grades.
• Leaders should continue their work to reduce persistent absence and maintain improvements over time.
• Leaders should increase and broaden sixth-form students' participation in wider opportunities beyond the academic curriculum.

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