Schools & FE · Report card

Cloudside Academy

Inspected 10 Mar 2026 · published 14 May 2026 · URN 144612

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Summary

No overall grade in this frameworkSafeguarding met

Damienne Clarke (lead), Linda Azemia, Natalie Hackett

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Inclusion verified
Strong standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
10 Mar 2026
Inspectors verified
Damienne Clarke, Linda Azemia, Natalie Hackett
Postcode verified
NG10 5DE
Name on report verified
Cloudside Academy
Safeguarding verified
Met
URN verified
144612

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Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourExpected
Curriculum and teachingExpected
InclusionStrong
Leadership and governanceExpected
Personal development and wellbeingExpected

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+88Very positivemore positive than 87% of reports of this type

Reads more warmly than most reports of this type.

Praiseambitioushighly effectiveeffectivepositivevery wellhigh expectationsconsistentlywell supported

Criticismgapsconcernsnot effective

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1520w+90
Leadership268w+83
Safeguarding51w−11
What needs to improve56w+67

Strengths

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Concerns

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No strong criticism found.

Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 15
Words of findings: 1,895; about usual (typical 1698)
Reading level: Hard; Flesch 45, typical 43
Average sentence: 13 words
Next steps: 3; typical 3
Hedged sentences: 8%; “some”, “not always”, “most”…

Where the words go

Findings 52%Leadership 9%Safeguarding 2%What needs to improve 2%About the inspection 35%

Full report text

Cloudside Academy

Address: Stanton Road, Sandiacre, Nottingham, Nottinghamshire, NG10 5DE Unique reference number (URN): 144612

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Inclusion Strong standard

Leaders have established a fully inclusive culture throughout the school. They are ambitious for pupils with special educational needs and/or disabilities, disadvantaged pupils and those who face other barriers to learning or wellbeing. Leaders are relentless in their commitment to improving outcomes for these pupils.

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Inclusion Strong standard

Leaders have established highly effective systems to quickly assess pupils when they join the school. Leaders accurately identify and address pupils’ barriers to learning. Staff check the impact of their work carefully. They swiftly adjust support as needed to ensure that pupils are successful in their learning.

p.2

Inclusion Strong standard

School and trust leaders ensure that specialist staff have the expertise they need. This maintains a highly effective approach to supporting vulnerable pupils. Advice from external agencies and professionals is very well used to inform practice and ensure that the provision is closely aligned to pupils’ needs.

p.2

Inclusion Strong standard

Leaders have high expectations of disadvantaged pupils. They ensure that disadvantaged pupils have high aspirations and that barriers to learning are removed. Effective use of funding supports disadvantaged pupils to have full access to all aspects of school life. A fully inclusive and carefully designed curriculum helps disadvantaged pupils achieve well.

p.2

Inclusion Strong standard

Leaders ensure that staff are well trained to meet the diverse needs of pupils. Staff skilfully support pupils with their learning, wellbeing and behaviour using a wide range of carefully chosen strategies and interventions.

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Inclusion Strong standard

Leaders ensure that alternative provision is used appropriately and is carefully monitored. This means leaders have clear oversight of pupils' welfare, attendance and progress.

p.2

Achievement Expected standard

Leaders are ambitious for all pupils to achieve well. Their work on developing pupils’ core knowledge in reading, writing and mathematics is very effective. As a result, pupils with gaps in learning develop a secure platform in these areas from which to develop further.

p.2

Achievement Expected standard

Pupils typically progress well through the school’s curriculum and achieve well. Outcomes over time at the end of key stage 2 are above national averages in reading and writing, including for disadvantaged pupils. In mathematics, outcomes for disadvantaged pupils and for all pupils are in line with national averages. Leaders understand the need for, and remain committed to driving, improvement in these areas further.

p.2

Achievement Expected standard

Pupils typically produce high-quality work. Work in books evidences pupils’ progress over time. They discuss learning confidently. For example, pupils in Year 5 explain life cycles of different mammals accurately.

p.2

Achievement Expected standard

Staff reduce pupils’ barriers to learning effectively, including pupils with special educational needs and/or disabilities and disadvantaged pupils. This helps these pupils achieve well.

p.3

Achievement Expected standard

Pupils are well prepared for their next stage of learning.

p.3

Attendance and behaviour Expected standard

Leaders adopt a tenacious approach to managing attendance. They are ambitious for all pupils to be in school so they can access learning fully. Leaders track and analyse attendance in fine detail. They take informed and decisive actions, while remaining sensitive to individual circumstances. Leaders work closely with families to support pupils to attend. For example, they make effective use of ‘soft starts’ to help some pupils into school each morning. As a result of leaders’ actions, most pupils attend school very well. Leaders remain committed to improving attendance until this is high for all pupils. They have a sharp focus on improving attendance for some pupils who miss significant periods of school.

p.3

Attendance and behaviour Expected standard

Leaders have high expectations of behaviour. Staff and pupils have a shared understanding of these. Pupils typically behave well. They benefit from calm and purposeful classroom environments that are conducive to learning. Pupils typically demonstrate positive attitudes to learning. Staff continue to work with some pupils to ensure that they understand how to consistently make positive behaviour choices. Bullying is rare and not tolerated. The school makes carefully considered and appropriate adaptations for pupils who need additional support with their behaviour. These have significantly reduced the risk of exclusion for more vulnerable pupils.

p.3

Curriculum and teaching Expected standard

Since the last inspection, leaders have developed an ambitious and logically ordered curriculum. This has been purposefully designed to meet the needs of pupils. Pupils value the exciting and interesting learning opportunities available to them.

p.3

Curriculum and teaching Expected standard

Leaders have prioritised developing pupils’ core knowledge in reading, writing and mathematics. They have a sharp focus on closing any gaps pupils have in these areas when they join the school.

p.3

Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of teaching across the school. Teaching is typically effective. Teachers have secure subject knowledge. They provide pupils with frequent opportunities to revisit learning and apply skills. Where further development of teaching is needed, leaders provide appropriate support and guidance.

p.3

Curriculum and teaching Expected standard

Leaders have considered and identified the most suitable teaching approaches to enhance learning. They have ensured that teachers have the knowledge to use these approaches. However, sometimes, teachers do not choose the most effective approach to support pupils to learn as well as they could.

p.3

Curriculum and teaching Expected standard

Carefully considered resource choices enhance teaching. For example, teachers use high- quality texts to support their teaching of writing processes. Teachers make purposeful and effective adaptations for pupils with special educational needs and/or disabilities. These adaptations help these pupils progress through the curriculum. Some pupils benefit from a bespoke curriculum, aligned to their specific needs.

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Leadership and governance Expected standard

School and trust leaders have high aspirations for all pupils. Leaders have a deep knowledge and understanding of their school, local community and pupils’ needs. They make informed and precise decisions. Leaders’ actions ensure that pupils develop academically and socially. Leaders identify the most appropriate actions to further strengthen provision. For example, they continue their drive to support pupils who miss significant amounts of school. They continue to raise attainment further in mathematics. Leaders ensure that pupils who face barriers to their learning and/or wellbeing are well supported to access learning and take part in all aspects of school life. Leaders routinely make decisions in pupils’ best interests.

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Leadership and governance Expected standard

Staff typically feel well supported and valued. They report that leaders are considerate of their workload and wellbeing. They value the additional measures put in place by the trust. Staff especially value the programme of professional learning available to them. Teachers at the earliest stages of their careers say they are well supported through the trust’s induction programme.

p.4

Leadership and governance Expected standard

Parents and carers are generally positive about the education, opportunities and support the school offers to their children. Many parents are supportive of the changes that the school has secured in recent years. However, some parents said they would welcome more timely communication.

p.4

Leadership and governance Expected standard

Those with responsibility for governance fulfil their responsibilities effectively. The governing body has a detailed knowledge of the school’s strengths and priorities. It maintains a clear oversight of standards and actions taken by leaders. Governors provide appropriate support and challenge for leaders. They are mindful of staff’s workload and wellbeing. Governors ensure that safeguarding at the school is robust.

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