The Sky Academy

What Ofsted said

From the inspection on 23 June 2026

Pupils experience school life that is inclusive, warm and nurturing. From the moment they join The Sky Academy, they are known and valued as individuals. Each morning, familiar staff greet them with friendly words and smiles, giving pupils an immediate sense of warmth and belonging. Pupils begin the day gently with time to catch up with friends, play games or eat toast. They transition into the school day with confidence and ease. This relaxed social time helps pupils feel settled and at ease, ready to learn. Staff work hard to develop pupils' social skills and their respect for each other. The school is calm and helps pupils develop resilience and positive wellbeing. Pupils benefit from staff who take the time to know them well and can always find a trusted adult to talk to. Pupils behave well. They respond positively to the consistently calm routines that staff use. Pupils know that, should bullying occur, it is dealt with quickly and appropriate support is put in place for all those involved. As a result, pupils feel safe. Pupils arrive with significant gaps in their knowledge and understanding. Many have low self-esteem, little confidence or have experienced barriers to their learning in the past. Despite this, the school is driven by a deep commitment and high ambition for all. Pupils benefit from a well-designed curriculum that supports their success. This leads to most pupils experiencing teaching that is well matched to their needs so that typically they leave with the qualifications they need to access the next stage of education or employment. Pupils enjoy wide-ranging opportunities beyond the academic. 'Community time' encourages socialising across year groups, with some managing a tuck shop where points are exchanged for healthy snacks. The school nurtures individual interests. Within the extensive grounds, pupils can explore, play cricket and football, or engage in other activities such as Minecraft.

What the school should improve

• Leaders should continue to use the information they gather to evaluate the impact of improvement strategies more precisely and drive further development.
• Leaders should further strengthen the use of assessment to more accurately identify misconceptions and gaps in knowledge so that they can be addressed quickly.

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