The Berkeley Academy

What Ofsted said

From the inspection on 28 January 2025

Pupils relish attending this happy and inclusive school. They enthusiastically follow the school's values to 'STRIVE' for excellence in every aspect of their education. Many pupils, including those with special educational needs and/or disabilities (SEND), meet the school's high expectations for their academic and wider achievement. The school is founded on positive relationships. Pupils blossom from the care and compassion which permeates the environment. Their behaviour is exemplary. Pupils are polite and highly considerate of others. They are true advocates for their school. From the very beginning of the early years, children learn to play harmoniously together. Pupils are attentive and extend their friendship towards others. They take great pride in welcoming visitors to their school with kind words and a ready smile. Pupils benefit from the school's carefully considered offer to enhance their personal development. They show great empathy and tolerance towards others. Pupils learn about important life skills, such as staying safe when they are online and how to stay physically and mentally healthy. Pupils gain valuable experience from the range of exciting visits on offer, such as residential trips. These opportunities develop their teamwork and problem- solving skills. Pupils embrace their roles in positions of responsibility, for example, as school ambassadors or sports champions.

What the school should improve

• The school is refining the content of its writing curriculum to ensure that pupils can build their skills in writing for various audiences and purposes. As a result, at present, the quality of some pupils' written work is not as strong as it could be. The school should ensure that staff have the appropriate guidance and develop the necessary expertise to effectively implement the writing curriculum so that pupils consistently achieve high standards.
• Occasionally, the checks that staff carry out are not used effectively to address errors in pupils' writing. This means that, sometimes, misunderstandings go unaddressed, and a small number of pupils' learning is not helped to move on. The school should ensure that it develops staff expertise and understanding of how to use assessment information to maximise the intended impact of helping pupils to achieve well.

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