Tregolls Academy

What Ofsted said

From the inspection on 24 February 2026

Pupils are proud to attend this improving and welcoming school. They develop warm relationships with staff and feel included in all aspects of school life. Historically, pupils did not learn the curriculum well and many pupils were impacted by the poor behaviour of others. In addition, pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils progressed weakly through the curriculum. However, leaders have made many improvements to the school. The behaviour of pupils has much improved. The curriculum now clearly outlines what pupils need to learn and staff’s expectations of what pupils can achieve have risen. As a result, pupils are beginning to remember their learning better and are making links with what they have learned before. Nevertheless, this work is at an early stage so some impact is yet to be fully realised. As a result, too many pupils are not well prepared for secondary school, including those who are disadvantaged. Pupils generally feel safe and know that adults will help them if they share concerns, such as concerns about bullying and unkindness. Leaders resolve these quickly once reported. Pupils play well together during social times. They help each other without being asked, such as children in the early years passing trays to each other in the lunch queue. Routines are well established across the school. This includes in the special educational needs unit for pupils with SEND, where songs and rhymes are used to let pupils know that an activity is ending. This helps pupils to feel secure in their environment. The school provides a wide range of trips and experiences to enhance the curriculum and prepare pupils for life in modern Britain. Older pupils attend an annual residential to London to provide a rich, cultural experience. This helps to support pupils’ independence and resilience and their understanding of the significance of historic landmarks, such as the Tower of London.

What the school should improve

• Leaders should ensure that staff develop the expertise needed to teach the curriculum consistently well, securing high expectations for all pupils, particularly for those who are disadvantaged. Leaders should monitor this with sufficient rigour to ensure that intended improvements are fully implemented and embedded across the school’s work.
• Leaders should ensure that staff develop their expertise in adapting the curriculum for pupils with special educational needs and/or disabilities, so that work is better matched to what pupils know and can do.
• Leaders should ensure that teachers check carefully how well pupils are learning and understanding the curriculum and use this information to address misconceptions as they arise so that pupils build their knowledge securely across subjects.
• Leaders should ensure that staff in the early years develop their knowledge of the curriculum alongside strengthening their teaching expertise so that children benefit from precise, high-quality adult interactions that deepen their understanding across all areas of learning.
• Leaders should continue to embed the writing curriculum so that all pupils, particularly those at the early stages of learning to write, develop fluency and accuracy in their written work. They should ensure misconceptions are swiftly addressed so that pupils are supported to write well across the curriculum.

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