The Dukeries Academy

What Ofsted said

From the inspection on 10 March 2026

Pupils experience a generally calm and orderly environment where routines help them settle to learning. They feel safe in school and know who to approach for help. Pupils report that behaviour has improved, particularly since the introduction of the inclusion base, and that staff usually act quickly when low-level disruption happens. They say that bullying, including name calling, is taken seriously and dealt with effectively. Pupils’ enjoyment of learning varies. Many can describe what they are working on and explain how new content links to what they have been taught before. Teachers’ use of modelling, worked examples and explanations generally helps pupils to understand new ideas. Some pupils, especially those with higher prior attainment, use their knowledge confidently. However, gaps in previous learning mean that some struggle to work independently or recall prior content securely. This affects how well they achieve across subjects and how well prepared they are for their next stage of education. Pupils’ sense of belonging is supported by leaders’ welcoming approach. Staff use 'pupil passports' and a range of assessments to understand individual needs and vulnerabilities. Many pupils with special educational needs and/or disabilities benefit from adaptations that help them take part in lessons, although this is not yet consistent. Pupils who attend the inclusion base value the support that helps them reintegrate into lessons. Most pupils interact positively with peers during social times, and staff supervision helps maintain a respectful atmosphere. Although attendance is improving, it remains low for some groups of pupils, particularly those who are vulnerable. This limits how far they can benefit from the school’s curriculum and wider opportunities. Pupils access a broad range of enrichment activities, including cultural events and after-school clubs. These experiences help them develop confidence, teamwork and an understanding of their role in the school and wider community.

What the school should improve

• Leaders should ensure that shared expectations for teaching are fully embedded so that pupils experience consistently effective instruction across all subjects and classes.
• Leaders should strengthen routines for checking understanding so that teachers identify gaps accurately for the whole class before moving learning on.
• Leaders should sharpen their strategies to support pupils to develop secure foundation knowledge and skills so that gaps in attainment begin to narrow rapidly.
• Leaders should continue to refine attendance strategies so that improvement is more consistent, particularly for vulnerable pupils whose attendance remains below national figures.
• Leaders should continue strengthening relationships with families so that parental engagement more consistently supports pupils’ learning and attendance.

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