Tudor Grange Samworth Academy, A church of England School

What Ofsted said

From the inspection on 27 January 2026

Pupils benefit from the school's ethos of high aspirations and caring for others. They value the pastoral support they receive. Pupils feel safe and listened to by adults at school. Starting in the early years, pupils build positive relationships with their peers and staff. When bullying occurs, staff deal with the issues and ensure that it stops. Children in the early years know that learning is important. They enjoy exploring the learning activities at school. They share and take turns while learning and playing with others. Pupils in the primary and secondary phases focus well in lessons. They show determination to achieve the high standards set by the school. In class discussions, pupils listen politely to others. When discussing controversial topics, pupils show respect for others' views and share their own thoughts with sensitivity. Pupils readily take up positions of responsibility, such as serving on the school council and as prefects. They discover new interests through the wide range of clubs on offer. Pupils attend school more regularly than they did in the past. The number of serious behaviour incidents has reduced. This means that fewer pupils are suspended, though the number of suspensions remains high. Pupils generally achieve well. However, outcomes in national tests for a significant number of older pupils are not as high as national averages. Leaders have prioritised the needs of pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils. With the help of the trust, leaders have started to build effective provision to support pupils with social, emotional and mental health (SEMH) challenges. These pupils learn to understand themselves and others' needs. They also learn how to manage their emotions and behaviour. Pupils with SEND who have needs other than SEMH benefit from increasingly effective support. However, occasionally teachers do not adapt learning activities well enough to address the specific learning needs of these pupils.

What the school should improve

• Leaders should ensure that staff adapt their teaching to meet the specific needs of pupils with special educational needs and/or disabilities consistently well. • Leaders should ensure that staff routinely check what pupils know and can do and provide any necessary support when concerns arise. • Leaders should continue their actions to raise older pupils' achievement so that they achieve at least in line with other pupils nationally by the end of key stage 4. • Leaders should ensure that support for pupils who struggle to manage their behaviour continues to improve so that suspensions reduce.

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