South Bank University Academy

What Ofsted said

From the inspection on 6 May 2026

South Bank University Academy is in a period of transition from a school for pupils aged 11 to 19 to a sixth-form centre. Pupils in Year 8 and Year 9 will be attending other local schools at the start of the next academic year. Pupils follow an ambitious curriculum that is carefully designed. Teaching is generally effective and pupils typically achieve well, including in national tests. Pupils describe the school as welcoming. They are proud to be a part of an inclusive community. Pupils with barriers to learning, including those who are disadvantaged, those with special educational needs and/or disabilities or known to children's social care, are known as individuals by staff. Staff ensure that pupils receive tailored support that reduces the barriers to their learning and fosters a sense of belonging. Some pupils take time to settle into lesson routines, although typically pupils across all year groups behave well and enjoy school. They appreciate the support they are given by teachers and other staff. Some pupils do not attend school regularly. This means they miss important learning and do not build knowledge securely over time. Pupils are well prepared for their next steps. They benefit from a range of visits from employers and personalised guidance on careers, university applications and training opportunities. Younger pupils value the wider opportunities to take part in sports, such as basketball and rugby, or to pursue varied interests such as gardening. Pupils are safe in school. They say that bullying and discriminatory language are uncommon. They are confident that should incidents occur, staff will resolve them quickly and effectively.

What the school should improve

• Leaders should evaluate the impact of their attendance strategies more precisely and take swift action to improve attendance, particularly for pupils who are persistently absent.
• Leaders should ensure that teachers consistently check pupils' understanding and adapt learning effectively so that all pupils, including disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND), build consistently secure knowledge across the curriculum.
• Leaders should ensure that the agreed strategies to support pupils with SEND are implemented consistently so pupils with SEND access the curriculum and achieve well.

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