Tudor Grange Academy Redditch

What Ofsted said

From the inspection on 3 February 2026

Most pupils enjoy attending and learning at this welcoming and caring school. The school promotes its 'Tudor' values of tolerance, unity, democracy, opportunity and respect effectively. Pupils understand these values. The values help them understand how to be a positive member of the school and society. Pupils who attend the 2 special educational needs units are well cared for and supported. Staff know these pupils well and address any barriers to learning they have effectively. As a result, most of these pupils progress well from their starting points. Other pupils, including students in the sixth form, generally progress well through the typically well-taught curriculum. Most pupils are well prepared for their next steps. However, some pupils do not achieve as well as they should in public examinations at key stage 4. There are positive relationships between staff and pupils. Most pupils are respectful to each other and staff. They typically behave well in lessons and at social times. Pupils feel safe in school. Bullying sometimes happens, and pupils know staff will deal with any issues. Most pupils attend well and are punctual to lessons. Students in the sixth form have positive attitudes to learning. The school provides a range of pastoral support, so any issues with pupils' wellbeing are addressed. This helps pupils to be included in school life. The school provides a range of enrichment activities that an increasing number of pupils, including those who are disadvantaged, take part in. These help to develop pupils' talents and interests. For example, pupils enjoy attending cooking, yoga and music clubs, as well as a range of sports clubs. Pupils have opportunities to contribute to the school. Many pupils and sixth-form students are proud to take on leadership roles, such as subject ambassadors, student council members and members of the 'Eco' council.

What the school should improve

• Leaders need to ensure that all pupils develop secure knowledge and skills across the curriculum so that they achieve as well as they should in public examinations at key stage 4.
• Leaders should continue to embed their systems to deal with absence so that they secure regular attendance for all groups of pupils, including those with special educational needs and/or disabilities and those who are disadvantaged.

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