St Giles Academy

What Ofsted said

From the inspection on 3 February 2026

Pupils do not receive the quality of education that they should. The delivery of the curriculum is too varied. As a result of many years of weak teaching, pupils have significant gaps in their learning. They have left the school unprepared for the next stage of their education. They have not been fully prepared for life in modern Britain. A recent change in leadership has brought about some positive changes for the school. Much of this work is at an early stage and the impact of these changes has not been fully realised. However, one notable success is pupils' improved behaviour. Leaders have high expectations for pupils' conduct. There is a clear system for rewards and consequences that pupils understand and say is fair. Pupils are keen to earn a 'golden ticket' when they work hard and show kindness and respect for others. Pupils who find it difficult to behave well get the extra help they need. As a result, the school day is typically calm. Pupils are able to concentrate in lessons. Social times are safe. Bullying is not a problem for pupils. If it happens, pupils say they are confident that the adults in school will make it stop. Pupils agree say that their 'new school' is so much better, and they are happy to come to school. They feel welcomed and are proud to be part of an improving school community. More pupils are attending school regularly. The school is inclusive and pupils' needs are identified and known. Disadvantaged pupils are receiving the help they need to engage in their education. Barriers to learning are starting to reduce. Largely, the improved curriculum is engaging pupils successfully in their learning. For example, in history, older pupils discuss the reasons why wars may start and children in early years use their phonics knowledge to write notes to each other and their families. Nevertheless, across the school, pupils have not gained the skills and knowledge that they need to experience success.

What the school should improve

• Leaders should establish an agreed approach to the delivery of the curriculum across all subjects and ensure that staff have the expertise they need to implement the curriculum consistently well so that pupils' achievement improves. • Leaders should ensure that there are appropriate assessment systems in place so that staff check pupils' learning more effectively and use this information to close pupils' knowledge gaps, especially in reading, writing and mathematics. • Leaders should build on the recent improvements to promote regular attendance so that persistent absence reduces and pupils attend school more regularly. • Leaders should ensure that pupils have a wide range of opportunities to develop their talents and find new interests. • Leaders should build on the positive changes to the provision in the early years so that children are better prepared for Year 1.

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