Winterbourne Academy

What Ofsted said

From the inspection on 28 April 2026

Pupils enjoy being part of Winterbourne Academy. They feel safe and well cared for. They receive support from staff when they need it. Pupils know exactly who to turn to if they need help. Pupils attend regularly. They generally behave well in lessons and are keen to learn. Sixth-form students act as positive role models for younger pupils, showing self-discipline and maturity. Pupils respect differences between people. They typically get along well with each other, and bullying is uncommon. On the rare occasions it does occur, pupils are confident that staff take it seriously and will resolve it quickly. They can also get support from other pupils, such as anti-bullying ambassadors. Most pupils enjoy their learning. They receive a curriculum that meets their needs, including pupils with special educational needs and/or disabilities (SEND). Overall, pupils achieve well. Pupils with SEND and disadvantaged pupils are supported to progress well through the curriculum from their individual starting points. Pupils develop their confidence through a wide variety of activities. They experience a range of events and visits. Many enrichment opportunities take place during the school day, meaning that all pupils participate. They include trips to theatres, museums and universities and learning new skills such as putting up a tent. Pupils enjoy taking part in experiences such as drama productions, sports and the Duke of Edinburgh's Award. They relish taking on leadership roles, such as representing their peers in the school council and raising money for charity to support the local community. Pupils support one another in other leadership roles, such as reading mentors and equalities and diversity ambassadors. Sixth-form students enjoy work experience. These activities foster their sense of responsibility. Pupils leave very well prepared for the next stage of their education.

What the school should improve

• Leaders should ensure that teachers use assessment strategies skilfully to address misconceptions so that all pupils progress well from their starting points.
• Leaders should ensure that teachers consistently use their knowledge of pupils to make effective adaptations that remove barriers to learning.
• Leaders should refine and evaluate actions to remove barriers to attendance so that pupils attend regularly.

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