Whitehall Academy

What Ofsted said

From the inspection on 10 March 2026

This is a school where pupils feel comfortable to be themselves. Despite the significant challenges that pupils have faced in their lives before joining the school, they quickly settle when they get here. This helps them to feel valued and safe. Pupils build warm and trusting relationships with staff. Soon after arriving at the school, pupils attend school more often that they did at their previous setting. All pupils have an education, health and care plan. Expectations for their academic and social achievements are high, no matter what curriculum pathway they follow. From their first day at school, pupils benefit from a thoughtfully adapted curriculum tailored to their individual needs. This is because skilled staff have a precise understanding of each pupil’s individual barriers to learning and wellbeing, and know how to reduce them effectively. Pupils thrive personally and achieve well from their various starting points. Staff treat pupils with empathy and kindness. They know each pupil extremely well. Staff understand the different ways pupils express their needs. This contributes significantly to pupils’ growing self-confidence and to their sense of belonging. Effective classroom and social time routines mean that pupils know exactly what to expect and when. Staff swiftly respond to pupils’ individual needs if they struggle with any emotional difficulties. Consequently, pupils’ behaviour is typically calm in lessons and at other times during the day and any bullying would be a rarity. The school nurtures pupils’ personal development well. Pupils relish the opportunities on offer to them. These help to develop and broaden their understanding of the world around them. For example, pupils enjoy regular visits to the local park and trips to the swimming pool. They benefit from activities such as ‘simply cycling’ where pupils learn to ride adapted bikes, improving their co-ordination and teamwork skills.

What the school should improve

• Leaders should ensure that the newly introduced phonics programme is implemented consistently and effectively for pupils who are at the early stages of learning to read.
• Leaders should make certain that pupils secure the necessary accuracy and fluency in handwriting in readiness for their future learning.

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