The Nicholas Hamond Academy

What Ofsted said

From the inspection on 17 March 2026

Pupils are safe and happy at this school. Their attendance is improving because they enjoy coming to school and benefit from positive relationships with staff. There is a warm and purposeful atmosphere in classrooms. Where pupils need help with their mental health and wellbeing, the school successfully provides this. A range of well-considered nurture and support provisions help pupils settle and manage their emotions. Vulnerable and disadvantaged pupils get the help required to overcome barriers they may face. Pupils with special educational needs and/or disabilities typically receive the support they need with their learning and feel a sense of belonging. Behaviour is largely positive around the school site. Pupils are keen to learn. They are polite and respectful. Pupils are confident and friendly to visitors. The school celebrates what they do well. Pupils praise the supportive culture. Although bullying does happen, it gets quickly and effectively resolved. There is no tolerance of discrimination. Pupils learn and demonstrate respect. When they voice things they need or want, the school listens. Pupils know and embody the school's values. This well-developed ethos means that 'together we are one team' is realised. There are meaningful opportunities for personal development. This is especially the case in sport and drama. The school does all it can to help pupils access these. For example, if the activities are after the school day, leaders arrange pupils' transport home. Pupils get the chance to do things that develop their independence and resilience. For instance, a lot of pupils do the Duke of Edinburgh's Award. Pupils get the advice and guidance they require for their next steps. They are well prepared for their journey towards adulthood. Pupils learn an appropriate curriculum. However, the quality of teaching is inconsistent. Pupils do not achieve as well as they should. This has been the case for a few years. Likewise, some pupils’ gaps in key knowledge, especially in writing, are not thoroughly addressed. The school is rectifying this, but recognises there is more to do.

What the school should improve

• Leaders should ensure that teachers make effective checks on how well pupils understand and remember their learning, so that pupils progress more securely through the curriculum.
• Leaders should make sure that the delivery of the curriculum is successful at addressing gaps in pupils' foundational knowledge, especially in writing.
• Leaders should continue their work on raising attendance so that pupils do not miss valuable learning.

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