Thomas Middlecott Academy

What Ofsted said

From the inspection on 17 June 2025

This school provides strong pastoral care. Staff know pupils extremely well. Pupils trust that someone will support them when they have worries. The school has improved its morning routines. Pupils genuinely appreciate the positive welcome that they now receive. They value the breakfast club and arrive punctually, ready to learn. The school fosters a calm atmosphere. Low-level disruption is increasingly rare. Most staff apply the behaviour policy consistently. Where the quality of teaching varies, pupils' behaviour can be less settled. This is improving thanks to the school's new approach to behaviour management. Staff support pupils who need extra help to regulate their behaviour skilfully, including pupils with special educational needs and/or disabilities (SEND). School provisions, such as the on-site alternative provision, offer targeted learning support that helps pupils remain in school and to learn. Pupils value this support. The school has high expectations. Pupils follow an ambitious curriculum, but inconsistent implementation of this means that some pupils do not achieve the outcomes of which they are capable. Pupils actively participate in trips and enrichment opportunities. They enjoy a broad range of sporting activities. They particularly value the chance to compete in numerous trust- wide events, including the summer cup.

What the school should improve

• Some subject leaders are new to the school. Some have not benefitted from the training and development needed. This means that aspects of the curriculum are not as scrupulously implemented as they could be. Pupils do not always learn as well as they could. The school and the trust must ensure that subject leadership across all areas of the curriculum is strong. They must ensure that subject leaders receive the guidance and support needed to become highly effective. They must make sure that the quality of the curriculum is consistently strong across all subjects so that pupils' outcomes improve.
• In some subjects, staff do not consistently check pupils' understanding or identify learning gaps as well as they could. This impacts negatively on pupils' achievement. The school should ensure that staff make regular checks to ensure that pupils' prior learning is secure and then built upon skilfully. This will support pupils to acquire the knowledge they need to progress through the curriculum successfully and achieve well.
• The trust's reading programme, 'DRET reads', is taught inconsistently. This means that some pupils do not receive strong support to develop their reading fluency or to extend their knowledge of books. The school and trust should ensure that 'DRET reads' is well taught and that pupils gain meaningful opportunities to read widely and often. They should make sure that the enjoyment and love of reading are further encouraged.
• Although pupils' attendance is improving, some pupils, including the most vulnerable pupils, do not attend school regularly enough. This impacts negatively on their well- being, learning and life chances. The school and trust should continue their work to reduce the number of pupils who are absent from school, including disadvantaged pupils.

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