The Premier Academy

Inspection of a school judged outstanding for overall effectiveness before September 2024: The Premier Academy Saffron Street, Bletchley, Milton Keynes, Buckinghamshire MK2 3AH

p.1

Outcome

The Premier Academy has taken effective action to maintain the standards identified at the previous inspection.

p.1

Outcome

The headteacher of this school is Warren Harrison. This school is part of The Premier Academy Limited trust which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Warren Harrison, and overseen by a board of trustees, chaired by Paul Ayres.

p.1

What is it like to attend this school?

The Premier Academy is a cornerstone of its local community. Pupils and their families benefit immensely from being part of this nurturing school family. Many consider it to be more than just a school, with one parent calling it ‘a home from home’.

p.1

What is it like to attend this school?

Pupils are highly motivated and eager to learn. They take pride in both their school and personal achievements. The school has remarkably high expectations for how well pupils will learn and behave. Pupils consistently rise to meet these standards, supported by exceptional adult support and care.

p.1

What is it like to attend this school?

Pupils care deeply about their school and one another. During social times, a sense of kindness and warmth pervades the environment. Pupils enjoy an excellent range of breaktime activities and share equipment fairly. Pupils feel safe and happy at school. They appreciate the trusting and positive relationships they have with staff. Pupils with special educational needs and/or disabilities (SEND) are well known and carefully supported by staff.

p.1

What is it like to attend this school?

Pupils value the extensive range of leadership opportunities available to them. They enthusiastically take on roles such as school councillors, playground makers and prefects. 17 and 18 June 2025

p.1

2

These positions help them to understand responsibility and to recognise the positive impact they can have on their school community.

p.2

What does the school do well and what does it need to do better?

This school has an ambitious and innovative curriculum. Carefully designed learning sequences set out the knowledge pupils will learn and the order in which they will learn it. These knowledge sequences build systematically as pupils progress through the school. This begins in Reception where children secure vital early literacy and numeracy skills that prepare them well for learning in Year 1. Teachers and support staff have expert knowledge of their pupils. They provide targeted support to help all pupils build knowledge coherently. Teachers possess a deep understanding of the curriculum content and make effective adaptations to learning activities to ensure that all pupils, including those with SEND, achieve very well. The provision for pupils with SEND is excellent. Pupils with the most complex SEND are supported by expertly trained staff in the ‘flourish’ and ‘blossom’ classrooms. All pupils progress well through the school’s curriculum.

p.2

What does the school do well and what does it need to do better?

The school’s published outcomes reflect the high achievement of its pupils. Phonics outcomes are particularly strong. This success is evident in how well pupils learn to read. From the moment they start in Reception, children engage in ambitious phonics lessons. They have access to high-quality books and resources that reinforce phonics knowledge. Staff are expert teachers of phonics. They rigorously check how well pupils learn to read and promptly put in place additional activities when a pupil has fallen behind.

p.2

What does the school do well and what does it need to do better?

Pupils’ behaviour in school is exemplary. They are highly considerate and kind, and they take pride in how they look after their environment. Classrooms are calm and purposeful, with staff consistently reinforcing high expectations. Pupils are highly focused during lessons. They understand the importance of their education and respect the rights of others to learn. Instances of low-level disruption are extremely rare. When a pupil finds it difficult to manage their emotions, staff support and care for them skilfully. Pupils are positive members of their school community. By taking part in a range of leadership and mentoring roles, they actively promote the school’s values. Staff teach pupils to recognise that some of their peers may find it more difficult to be part of a community. Pupils demonstrate compassion by supporting other pupils who need additional help and by encouraging positive choices.

p.2

What does the school do well and what does it need to do better?

The school offers an exceptional personal development programme that prepares pupils well for life in modern Britain. Diversity is actively promoted and celebrated through school-led cultural events and projects. In religious education, pupils explore different religious traditions and key concepts such as identity, belief and justice. Pupils are given extensive opportunities to engage in discussions and debates. In doing so, pupils develop the skills to express their views while listening to and respecting the perspectives of others. The school provides a diverse selection of well-attended clubs linked to science, technology, engineering, and mathematics (STEM), the arts, and sports. Through the school council, pupils’ opinions are gathered to ensure that activities on offer match their talents and interests. 17 and 18 June 2025

p.2

3

Staff are proud to be a part of this vibrant and supportive school community. They value the consistently high levels of support and training they receive. School leaders have expert knowledge of the school and place pupils’ needs at the heart of all decisions. Alongside the dedicated governing body, they have a clear and ambitious vision for what pupils will achieve. Governors play a vital role and provide both support and challenge to the school. In doing so, they help the school to drive continuous and meaningful improvement.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024, graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged outstanding for its overall effectiveness.

p.3

Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

p.3

Background

This is the first ungraded inspection since we judged the school to be outstanding for overall effectiveness in October 2018.

p.3

How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

p.3

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 17 and 18 June 2025

p.3

Further information

You can search for published performance information about the school.

p.4

Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 17 and 18 June 2025

p.4

School details

Dates of previous inspection 16 and 17 October 2018, under section 5 of the Education Act 2005

p.5

Information about this school

 The Premier Academy is a single academy trust school. It is part of The Premier Academy LTD trust.  The school currently makes use of one registered alternative provision.

p.5

Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher and other members of the leadership team.  The lead inspector met with the chair and other members of the board of trustees. 17 and 18 June 2025

p.5

6

 Inspectors visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors observed pupils’ behaviour around the school and in lessons. They also spoke to pupils in lessons and during play and lunchtimes.  Inspectors considered a range of documents, including leaders’ evaluations of the school, their school improvement plan and minutes from governors’ meetings.  Inspectors considered parents’ and carers’ responses to Ofsted Parent View, including any free-text comments.  Inspectors took account of the views of staff through conversations and the responses to the online staff survey.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record; took account of the views of leaders, staff, and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.

p.6

Inspection team

Nina Marabese, lead inspector His Majesty’s Inspector

p.6

Inspection team

Ian Elkington Ofsted Inspector 17 and 18 June 2025

p.6

7

achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7