University Academy Long Sutton

What Ofsted said

From the inspection on 24 March 2026

Pupils are happy at University Academy Long Sutton. They are well cared for and enjoy warm relationships with staff. Pupils are tolerant and respect differences. Incidents of bullying or discrimination are rare. Pupils know whom they can turn to if they are worried or if they need pastoral support. The school provides an ambitious curriculum. However, the quality of teaching is variable. Expectations of what pupils can achieve are not high enough. As a result, too many pupils do not achieve well. They are not as well prepared for their next steps as they should be. Leaders have begun to make necessary improvements, but these have not yet had a significant impact on pupils' achievement. Staff know pupils well and prioritise their wellbeing. However, often staff do not have an accurate understanding of the barriers to learning that pupils face. This includes pupils with special educational needs and/or disabilities, as well as those who are disadvantaged or vulnerable. As a result, teaching does not routinely support pupils to overcome barriers, or to help them to strengthen basic skills, such as reading and writing. The school is typically calm and orderly. Pupils follow routines without fuss and the vast majority show positive attitudes to learning. However, too many pupils do not attend school as regularly as they should. There is a real sense of community at the school. The school provides a broad range of enrichment activities that raise aspiration and provide memorable experiences. These include overseas trips as well as clubs that develop talents and interests in sports, games, music and the arts. Opportunities to act as role models and leaders, such as form captains, prefects and reading ambassadors, offer pupils leadership experience. Other pupils take part in community events, for example leading a Christmas dinner for local pensioners.

What the school should improve

• Leaders need to ensure that all pupils, including those who are disadvantaged, gain the knowledge, skills and qualifications they need to be well prepared for their next stages in education, training or employment.
• Leaders need to make sure that staff share high expectations for all pupils and that the curriculum supports pupils who have weak foundational reading and writing skills to catch up quickly so that all pupils achieve well.
• Leaders need to make sure that teachers consistently deliver the curriculum effectively, checking pupils’ learning carefully to identify any gaps or misconceptions, and support pupils to learn securely and to remember what they have learned.
• Leaders need to ensure that staff have an accurate understanding of the specific barriers to learning faced by disadvantaged and vulnerable pupils, as well as those with special educational needs and/or disabilities, and that they routinely adapt teaching to help pupils overcome any barriers to learning.
• Leaders need to ensure that all pupils attend school regularly.
• Leaders need to ensure that they have strategic oversight of the actions they take to improve the school to make sure that actions are coordinated and impactful for the benefit of all pupils.
• Leaders should continue to prioritise disadvantaged pupils when considering the extra-curricular offer to ensure that all pupils benefit fully from the activities that are available.

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