The Greenwell Academy

What Ofsted said

From the inspection on 28 April 2026

Pupils thrive in the school’s warm and highly supportive environment. All pupils have special educational needs and/or disabilities (SEND). They know that staff understand their needs and act promptly to support them. Highly positive relationships lead to pupils feeling a deep sense of belonging. Pupils, including those with social, emotional and mental health needs, settle into school quickly. They build confidence and self-esteem and become ready to learn, often after long periods away from formal education. Pupils benefit from a well-designed curriculum. Staff reduce barriers to pupils' learning with thoughtful adaptations and well-focused actions. This includes, for example, adjustments to individual timetables and effective therapeutic support. Typically, pupils achieve well from their different starting points. Most pupils enjoy coming to school. They attend regularly, with many pupils improving previously low attendance. Pupils feel safe in school. They participate in lessons well and are confident to share their ideas with others. Pupils are proud of their successes. Leaders' high expectations and clear routines mean that pupils know what is expected of them. Most pupils learn to manage their emotions and behave well. Pupils who need additional support with this receive the help that they need to improve. Bullying is rare. Staff deal with any issues quickly. Pupils access a range of experiences, including opportunities to learn in different settings. Activities, such as outdoor learning, cycling and trips to London, complement pupils' learning in school. Pupils build wider skills, such as teamwork, resilience and cultural awareness as a result. The school council represents pupils’ views. Pupils contribute well to positive changes in school life. Pupils learn about the options open to them when they leave school. Typically, they are well prepared to take the next steps in education or employment. The careers education programme is still developing. As a result, pupils’ access to meaningful work experience is limited.

What the school should improve

• Leaders should ensure that staff routinely support precise, well-informed checks on learning and set clear targets for pupils' progress so that any gaps in learning are closed quickly.
• Leaders should embed further refinements to the careers education programme so that pupils have opportunities to experience meaningful work experience and work-related learning.
• The trust should ensure sufficient leadership capacity to continue to secure ongoing improvements as the school grows.

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