The Basildon Lower Academy

What Ofsted said

From the inspection on 27 January 2026

Pupils at Basildon Lower Academy experience a welcoming and inclusive environment. Classrooms are calm and orderly, with routines that support learning. Pupils behave respectfully and understand the school's expectations. However, attendance is too low for too many pupils, and persistent absence limits their learning and social development. Staff know pupils well and identify their needs quickly. This support helps pupils develop confidence and contributes to the school’s friendly atmosphere. Pupils feel safe, trust staff, and know who to speak to if they have concerns. They report that bullying is rare and dealt with promptly and fairly. The curriculum is structured so that pupils build their knowledge securely over time. Teachers revisit key ideas so that pupils remember important concepts. Reading is prioritised. Pupils who require additional help receive targeted support so that they can strengthen essential skills. Most pupils, including disadvantaged pupils and those with special educational needs and/or disabilities (SEND), access the full curriculum and make positive progress. Adaptations usually allow pupils with SEND to learn successfully alongside their peers. Pupils in the enhanced provision feel included in the wider school community. Those who attend the ‘bridge’ provision benefit from support that helps them settle into the school day. Pupils learn how to stay safe online and offline. ‘Respect ambassadors’ promote positive attitudes and behaviours. A broad range of trips, clubs, cultural events and creative projects enriches pupils’ experiences. Pupils value employer encounters and transition events that help them prepare for their next steps in education and training. Despite these strengths, the low attendance of too many pupils reduces the extent to which they benefit fully from the curriculum and wider school experiences.

What the school should improve

• Leaders must ensure that their strategies to improve attendance result in a significant reduction in the number of pupils who are absent and persistently absent from school.
• Leaders should ensure teachers have the knowledge and skills they need to adapt the curriculum effectively, so that all pupils, including pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils, have every opportunity to learn and understand what they are taught.
• Leaders should ensure that staff apply routines consistently, so that incidents of poor behaviour are addressed promptly and effectively across the school.
• Leaders should ensure that all pupils, particularly pupils with SEND and disadvantaged pupils, are encouraged to participate fully in the school's wide range of extra-curricular activities.

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