Tabor Academy

What Ofsted said

From the inspection on 9 June 2026

Pupils at Tabor Academy describe it as a ‘kind school’ where it is ‘ok to be different’. They feel valued and cared for and this gives them a sense of belonging and security. Pupils are included in the day-to-day life of the school and benefit from a positive, inclusive culture where relationships are strong. They report feeling safe and are treated with respect. They know they have access to trusted adults who will support them when needed. Pupils enjoy their learning and engage positively in lessons. This is supported by a calm environment, clear routines and structured teaching approaches. The curriculum is coherently planned and sequenced, and pupils typically experience helpful feedback and appropriate support. Teachers know their pupils well and therefore teach to their needs. However, too many pupils are missing school currently. This limits pupils’ access to learning and weakens their outcomes. Pupils benefit from a wide range of broader experiences that extend beyond the academic curriculum. Enrichment clubs, trips and careers guidance together support pupils’ wider development and aspirations. Many pupils contribute to school life through leadership roles, mentoring and student voice. Older students make a positive contribution to the school. They care. Their legacy is seen through projects such as the ‘sensory garden’ which helps to support pupils that need a quiet and relaxing space to gather their thoughts. Pupils generally demonstrate positive attitudes to learning and behave well in lessons and around the school. Respectful attitudes, where pupils look out for one another, contribute to a happy environment. Pupils report that bullying is rare and dealt with well. They feel safe both in school and when learning about risks beyond it, such as when learning about online safety. Pupils’ welfare is prioritised and they receive appropriate support when needed.

What the school should improve

• Those responsible for governance should ensure that leaders are given appropriate support, challenge and resources to drive forward the improvements needed in the school leading to effective change.
• Leaders should continue to improve the attendance of all pupils, particularly those who are most vulnerable.
• Leaders should support staff to check pupils' learning to pick up on gaps and misunderstandings. This will help staff to tailor their teaching to help pupils to secure key knowledge and achieve well across subjects.

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