Temple Learning Academy

What Ofsted said

From the inspection on 25 November 2025

Pupils value their time at school. They enjoy socialising and learning in the company of their friends. Slowly but surely, their attendance is increasing. Pupils speak positively about the relationships they forge with teachers and the subjects that they enjoy most. They know that staff care for them and want them to succeed. Pupils recognise the range of support that staff provide and know how to access this if they require it. This helps pupils to feel safe and confident in school. Pupils' behaviour has improved over time. Incidents of disruption and other poor behaviour are relatively rare. This is reflected in the continuing reduction in sanctions, such as suspensions, that the school has issued. When bullying and other acts of unkindness occur, staff deal with these effectively. Pupils have confidence in staff to deal with these incidents fairly. The school provides additional support to pupils who require it, helping them to meet the school's expectations of behaviour. The school provides pupils with an appropriate personal development offer. Leaders intend this to teach pupils to learn about the world around them, preparing them for life after school. Pupils are provided with a growing number of opportunities to experience new things or develop new skills. For example, pupils in Year 9 complete a leadership project and can achieve a citizenship award for this work. These help pupils to be more prepared for life in modern Britain. Over time, pupils have not achieved well academically in a number of key areas. Despite the school's appropriate actions to resolve this, for too many pupils, achievement remains low. How well the curriculum is taught remains inconsistent. There is still further work needed to ensure that all pupils, including disadvantaged pupils, consistently secure the knowledge, skills and qualifications that they should.

What the school should improve

• Leaders should ensure the school's improvement actions are delivered effectively to bring about rapid improvements in all pupils' achievement, particularly in reading, writing and mathematics, so that pupils are well prepared for their next steps.
• Leaders should ensure that the curriculum is taught consistently well, and that gaps in pupils' knowledge are addressed effectively, to enable pupils to make the progress that they need to across subjects and phases.
• Leaders should further reduce absence, including persistent absence, to be at least in line with national averages, for all groups of pupils.
• Leaders should ensure that the school's pupil premium strategy is thoroughly evaluated and that this additional funding leads to a consistently positive impact on these pupils' education.
• Leaders should ensure that information shared with staff about how to support pupils with special educational needs and/or disabilities is sufficiently precise and that staff implement this consistently well.

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