Kader Academy

Kader Academy

Address: Staindrop Drive, Acklam, Middlesbrough, TS5 8NU Unique reference number (URN): 140869

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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.

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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.

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Achievement Strong standard

Many pupils arrive with knowledge and skills below what is typical for their age, particularly in language and communication. Nevertheless, pupils achieve very well. This is because teaching is well matched to individual needs. Pupils quickly build their basic knowledge and skills and progress confidently through the curriculum. Half of pupils in the school speak English as an additional language. The proportion of pupils who arrive at school with little or no knowledge of English catch up rapidly, especially in their oral and written language. Pupils consistently achieve above national average in phonics in Year 1.

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Achievement Strong standard

Many pupils achieve highly from typically low starting points over time. This is reflected in published data for key stage 2, which is above national figures. Disadvantaged pupils achieve more highly than disadvantaged pupils nationally by the end of Year 6. Pupils are very well prepared for the next stage of their education.

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Attendance and behaviour Strong standard

Leaders and staff prioritise attendance and work closely with families to remove barriers, including any barriers faced by disadvantaged pupils and those with special educational needs and/or disabilities. These pupils' attendance is now above national averages, demonstrating the consistently positive impact of leaders' work. Attendance for all pupils is close to national averages and compares very well with similar schools. Persistent absence has also reduced and is now significantly below national levels. Leaders analyse attendance information carefully and act early and effectively when necessary.

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Attendance and behaviour Strong standard

Leaders have established a welcoming and supportive environment where pupils develop highly positive attitudes to learning. Older pupils are role models to their younger peers. Incidents of poor behaviour are very rare. Leaders and staff provide meaningful opportunities for pupils to develop respect and a sense of belonging. Pupils do not need reminders about rules. They feel safe, supported and enjoy the school day. Staff support pupils to manage their behaviour and relationships with each other. Pupils care for one another. They understand that bullying and discriminatory behaviour are not tolerated and know what to do if they have a worry. Pupils flourish at this school.

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Curriculum and teaching Strong standard

Leaders have designed an ambitious and carefully sequenced curriculum that prepares pupils very well for future learning. The curriculum reflects the needs of all pupils in the school and includes a sharp focus on vocabulary and language development. Curriculum information and structured approaches to teaching are used consistently well by teachers and help pupils to keep up in lessons. For example, in phonics lessons pupils are taught step by step using actions and repeated practice to learn sounds. They read books that closely match what they know. Leaders ensure that writing is prioritised to enable pupils to develop essential skills in handwriting, spelling and grammar. Teachers explain ideas clearly and ensure that pupils use correct subject vocabulary. Across subjects, pupils confidently apply their reading and writing knowledge. Leaders regularly review how well the curriculum is taught. They provide professional

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Curriculum and teaching Strong standard

learning to ensure that teaching is consistently of a high quality. Teachers check pupils' knowledge during lessons, identifying misconceptions swiftly. They adjust their teaching so that any gaps in pupils' knowledge are addressed immediately. Teaching is engaging and well matched to pupils' needs. Consequently, adaptations to learning for pupils with special educational needs and/or disabilities, and those who speak English as an additional language, are timely and personalised.

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Early years Strong standard

Leaders ensure that the early years is prioritised so that it supports children to have a very positive start to school life. Many children speak English as an additional language and many others join the school needing to catch up with their peers. Leaders make sure that the curriculum is structured to help children to gain the communication and language skills that they need. Children are supported to develop key skills and make rapid progress through the curriculum. Most children who have been in school from the start of the early years achieve highly.

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Early years Strong standard

Leaders and staff show expertise in their knowledge of the early years so that they routinely interact with children in high-quality conversations. Activities inside and outdoors are carefully considered to support children's development. There are many opportunities for children to explore and practise their learning. Staff and leaders make regular checks on how well children are remembering and developing important skills. They use this information to provide individual, precise support for children. Consequently, children develop the skills and knowledge they need for their next stage of learning.

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Early years Strong standard

Children learn to get along well with each other because leaders focus on developing children's social skills. Children work independently, focusing for sustained periods of time on activities. Staff teach children the skills that they require to develop as resilient individuals.

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Inclusion Strong standard

Leaders have worked diligently to ensure that Kader Academy is a welcoming school, where every pupil is supported to succeed. They have established a clear, strategic approach to inclusion. Staff are provided with the information and training that they need to understand each pupil's needs, especially those with special educational needs and/or disabilities. Established systems are used consistently well to help staff to understand pupils' strengths and barriers, using information from parents and carers, assessments, and professional advice. Pupils' progress through the curriculum and wellbeing are reviewed often. Staff check how well support is working and make appropriate adjustments when needed.

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Inclusion Strong standard

Leaders and staff employ effective strategies to reduce barriers to pupils' learning. This helps pupils to achieve success in lessons. Extra support is provided quickly when needed. Specially adapted spaces and resources ensure that all pupils are able to learn alongside their peers. Leaders use pupil premium funding effectively to ensure disadvantaged pupils receive the right help at the right time. As a result, disadvantaged pupils typically achieve highly, attend regularly and participate fully in school life. Where necessary, leaders ensure that they select the most appropriate alternative provision for pupils to attend. They maintain close oversight of pupils' attendance, safety and learning while they access such provision.

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Leadership and governance Strong standard

This is a school that reflects its vision of 'One family. Little people. Big dreams'. Many parents and carers comment that leaders and staff treat each child as they would their own, prioritising their needs and wellbeing. Leaders are meticulous in making checks and changing provision to ensure that it is of a high quality that benefits all pupils. Leaders and staff alike have high expectations for all pupils, ensuring that pupils who face barriers to their learning and/or wellbeing get the precise support they need. They work with external agencies and professionals to get the right support for pupils. This enables pupils to achieve very well.

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Leadership and governance Strong standard

Leaders have developed highly effective systems to routinely check on, and evaluate, how effective the school's provision is. They work with staff to get things right for all pupils. Professional learning for staff is precisely targeted and impactful. This is through well- established networks and opportunities to work with other schools and subject experts across the trust. Trust leaders recognise the school's strengths and use staff expertise to improve provision across other schools. Staff feel valued, develop a real sense of purpose and are skilled at what they do.

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Leadership and governance Strong standard

Leaders in the school and trust have established a local governance model to ensure that the school remains rooted in its community. Local governors have a thorough understanding of the school's work. They obtain detailed reports that enable them to challenge and support leaders effectively. The trust board maintains detailed oversight and contributes to the ongoing improvements at the school. Trustees ensure that their statutory duties, such as safeguarding, are fulfilled.

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Personal development and wellbeing Strong standard

Leaders have designed an inspiring and carefully structured personal development curriculum closely matched to the school's context. This helps pupils to understand themselves and the wider world. Leaders place pupils' emotional health, character and happiness at the heart of school life. They ensure that pupils feel supported, for example by offering tailored support for pupils with special educational needs and/or disabilities (SEND). The curriculum for relationships and sex education and health education is thoughtfully designed so that pupils learn how to keep themselves safe, including when online.

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Personal development and wellbeing Strong standard

The school is a diverse community where everyone is friendly and supportive. Pupils are taught to respect and celebrate difference. Leaders thoughtfully choose visitors and texts to help pupils to consider the wider world. Pupils learn to respect beliefs and ideas that are different to their own. They develop their understanding of fundamental British values through assemblies and the curriculum. This includes meaningful opportunities for pupils to discuss different views and learn about diverse Britain. Pupils enjoy participating in the 'Middlesbrough Mela', where they celebrate cultural diversity in the community. Leaders have meaningful links with local businesses and museums to ensure that pupils learn about the local and wider region. For example, links with a local football club support pupils' physical wellbeing. Pupils support the local community by engaging in charity work, for example with a local hospice.

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Personal development and wellbeing Strong standard

Leaders ensure that all pupils, including those who are disadvantaged and pupils with SEND, take part fully in the school's varied enrichment opportunities. These include clubs, such as cricket and chess. Pupils develop resilience and environmental awareness through activities in the school's wooded area. Pupils enjoy being involved in the 'eco-shop', where they learn about sustainability. Pupils develop their leadership skills by becoming school councillors. They learn about democracy and engage with local councillors as part of this work. Pupils grow into respectful young people who value community and are extremely well prepared for life beyond school.

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What it's like to be a pupil at this school

Pupils thrive at this diverse and extremely welcoming school. Each morning, smiling staff greet pupils into school and enquire about their wellbeing. If pupils have any concerns, staff make every effort to support them. Pupils feel safe. They enjoy the profound sense of belonging that they have within the school community. Parents and carers typically comment on the high levels of care and nurturing for their children. Leaders ensure that pupils gain a deep knowledge of the local area. Pupils contribute positively to their community, many of whom travel from other parts of the town to get to the school. Social times are calm. Few reminders of behaviour expectations are needed because pupils demonstrate high levels of self-discipline. They play and talk happily together. Bullying is rare and is dealt with quickly.

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What it's like to be a pupil at this school

Children in the early years make a very positive start to school. Staff have a deep understanding of any challenges that may affect children's learning and wellbeing. They swiftly identify barriers and take immediate action to reduce them. In particular, leaders' work to reduce language barriers for those pupils who speak English as an additional language is impressive. The school engages with the community right from the start, building trust and a shared understanding. This helps pupils to receive the right support to enable them to succeed. Pupils attend regularly because they enjoy learning in lessons that engage and interest them. Leaders keep check on those who are at risk of lower attendance. They support families to remove barriers to pupils' regular attendance.

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What it's like to be a pupil at this school

Leader's sharp focus on pupils securing fluency in reading, writing, language and number facts ensures that pupils, including disadvantaged pupils, achieve well from their starting points. Published outcomes in national tests show that, by the end of Year 6, pupils are very well prepared for their next stage of education.

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Next steps

Leaders should continue their work to ensure that the teaching of writing supports more pupils to achieve the higher standard by the end of Year 6, in line with their achievement in reading.

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Lead inspector:

Kathryn McDonald, His Majesty's Inspector

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Team inspectors:

Ian Clennan, Ofsted Inspector Deborah Ashcroft, Ofsted Inspector Nicola Murray, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place. Leaders should continue their work to promote pupils' regular attendance so that attendance continues to rise and all pupils benefit from the high-quality provision the school offers.

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About this inspection

This school is part of Prince Regent Street 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), Julia Armstrong, and overseen by a board of trustees, chaired by Kay Steven.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty's Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, deputy headteacher and assistant headteachers as well as staff during the inspection. The lead inspector met with the CEO and representatives from the trust board and local governing body. This included the chair of the trust board and the chair and vice-chair of the local governing body.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school currently makes use of one registered alternative provision.

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About this inspection

There is a new headteacher in post since the last inspection.

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About this inspection

Headteacher: Janet Donald This data is from 19 May 2026

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2024/25 (final) 78% 72% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2024/25 (final) 58% 47% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2024/25 (final) 68% 59% Close to average

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average

2022/23 (final) 69% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (3 term) 4.6% 5.2% Close to average

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national average

2023/24 (3 term) 5.3% 5.5% Close to average

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national average

2022/23 (3 term) 5.7% 5.9% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2023/24 (3 term) 12.7% 14.6% Close to average

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national average

2022/23 (3 term) 17.9% 16.2% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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