The Wisdom Academy

What Ofsted said

From the inspection on 23 September 2025

The proprietor has set a clear vision for The Wisdom Academy of providing high- quality education 'where Islamic and British values go hand-in-hand'. The school underpins this vision by having high expectations of pupils and what they can achieve. The curriculum is well designed to meet these aims. However, recent wholesale staff changes have resulted in inconsistencies in how well the curriculum is taught. As a result, the quality of education that pupils receive is mixed. The school is a caring and nurturing environment. Adults work hard to quickly get to know their pupils and forge strong relationships. Pupils repay this with positive behaviour. They are welcoming, friendly and curious. Lessons are calm and orderly. Children in the Reception class begin to learn about how to behave in school as soon as they arrive. Interactions across the school are respectful and kind. The school works well to enhance pupils' personal and character development. Pupils benefit from a wide range of activities that develop their personalities. These activities include trips, residentials and charity work. For example, pupils collect food for local food banks and learn how to be active in their local community. Pupils speak passionately about these opportunities.

What the school should improve

• The school has not ensured that staff who are new to the school have been effectively supported to provide pupils with activities and learning that supports them to achieve all that they could. This hinders the depth to which pupils learn. The school should support staff to build consistency in the delivery of the curriculum so that pupils' learning is maximised.
• The school does not routinely check that pupils are fully secure with prior learning before they move on to learn new content. This means that pupils do not build on their prior knowledge as well as they should. The school should ensure that staff check what pupils understand so that misconceptions and gaps in learning are quickly addressed before new learning is introduced.
• The curriculum in the early years is not well structured. This means that staff often do not know what precise knowledge to teach and when. The school should ensure that the curriculum in all phases clearly identifies the precise knowledge and skills pupils should learn and in what order.
• The school has not implemented improvement strategies to support new staff and improve the standards of education at the school. This is because of their recent appointment. As a result, the standard of education has declined. The school should ensure that improvement strategies are implemented and evaluated effectively to ensure that standards of the quality of education provided by the school are raised.

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