The Edge Academy

What Ofsted said

From the inspection on 6 January 2026

Many pupils arrive carrying the weight of disrupted education and fractured experiences, often feeling excluded and unsuccessful. At The Edge Academy, this begins to change. Pupils now describe a renewed sense of belonging and optimism. They talk with pride about creative projects shared with parents and carers, such as art sessions and overnight residentials that build resilience and trust. These experiences help pupils see to themselves differently and broaden their horizons. Staff encourage pupils to be brave and believe in themselves. They listen, care and challenge pupils to aim higher. Relationships are warm and respectful, and pupils say bullying is rare. When concerns arise, they are dealt with swiftly and effectively. Pupils feel safe and supported. Success feels tangible for pupils through, for example, immediate feedback, rewards and qualifications that open doors to future opportunities. Consequently, behaviour is calm and purposeful in lessons as well as breaktimes. Pupils enjoy learning and speak positively about lessons that help them to catch up and move forward in their learning. They value opportunities to gain practical skills and qualifications that prepare them for life beyond school. Partnerships with external organisations help to widen pupils' horizons. For example, visits to mainstream schools, football networks with other provisions, and strong community links help to make the world feel bigger and safer for pupils. For those who need extra help, the school works with families to ensure that they feel part of their children's journey, for example, through the provision of food hampers and outreach support. Pupils also appreciate life skills lessons that help them to make healthy decisions beyond school, including when faced with challenges to their personal safety. This is a school where hope is rebuilt and belief takes root. As a result, it is a place that helps pupils to see themselves not by the struggles of their past, but by the promise of what lies ahead.

What the school should improve

• Leaders should ensure that teaching staff routinely and consistently adapt the curriculum across subjects so that pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, can access, retain and remember the intended knowledge. • Leaders should ensure that staff provide pupils with regular, purposeful opportunities to practise reading and read widely across all subjects to strengthen fluency, vocabulary and comprehension.

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