Schools & FE · Report card

Gladstone Primary Academy

Inspected 9 Jun 2026 · published 13 Jul 2026 · URN 142991

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Summary

No overall grade in this frameworkSafeguarding met

Barry Yeardsley (lead), Amanda Green, Nina Sangha, Susan Ray

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
Early years verified
Expected standard
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
9 Jun 2026
Inspectors verified
Amanda Green, Barry Yeardsley, Nina Sangha, Susan Ray
Postcode verified
ST3 5EW
Name on report verified
Gladstone Primary Academy
Safeguarding verified
Met
URN verified
142991

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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
Early yearsExpected
InclusionExpected
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.

+79Very positivemore positive than 64% of reports of this type

In line with other reports of this type.

Praisepositiveeffectiveeffectivelyhigh expectationsconsistentlyconfidentlyexceptionallysuccessfully

Criticismgapsconcernsinconsistenciespersistently absentsuspensions

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

Findings1582w+80
Leadership251w+78
Safeguarding51w−11
What needs to improve64w+60

Strengths

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Concerns

Quoted from the report. Tap to see it on the page.

Those pupils who still have gaps in foundational knowledge receive support to close these gaps. p.2

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: 16
Words of findings: 1,945; about usual (typical 1698)
Reading level: Hard; Flesch 49, typical 43
Average sentence: 13 words
Next steps: 2; typical 3
Hedged sentences: 2%; “some”, “not always”, “most”…

Where the words go

Findings 54%Leadership 9%Safeguarding 2%What needs to improve 2%About the inspection 34%

Full report text

Gladstone Primary Academy

Address: Anchor Road, Sandford Hill, Longton, Stoke-on-Trent, Staffordshire, ST3 5EW Unique reference number (URN): 142991

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:

p.1

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

Achievement Expected standard

Overall, pupils make suitable progress across the curriculum from their starting points. Pupils learn important foundations for learning in English and mathematics. They generally secure this knowledge and skills early. Pupils then build successfully on these foundations when they are older, enabling them to carry out more complicated pieces of work. Those pupils who still have gaps in foundational knowledge receive support to close these gaps.

p.2

Achievement Expected standard

Pupils are far better prepared for their next stages of education than they have been previously. More Year 6 pupils are achieving well in national tests. Evidence of work seen during the inspection demonstrates that these levels of achievement are being secured and built upon further.

p.2

Achievement Expected standard

Through ‘challenge meetings’ leaders ensure that disadvantaged pupils, those with special educational needs and/or disabilities and those who are known (or previously known) to social care typically have barriers to learning reduced. This enables these pupils to catch up with their peers where necessary.

p.2

Attendance and behaviour Expected standard

Leaders ensure that the importance of positive attendance is understood by all. Well- embedded practice ensures that attendance is celebrated and expected. As a result, pupils attend typically well here. Leaders provide positive and effective support to pupils and families where pupils are too regularly absent from school. Families appreciate this help. As a result, fewer pupils are persistently absent from school.

p.2

Attendance and behaviour Expected standard

There is a well-established culture of positive behaviour at school. Pupils engage enthusiastically in lessons. They treat adults and each other with respect. Pupils develop resilience and are keen to learn. They learn to cooperate and understand each other’s feelings. These behaviours support them in class and socially. Adults are positive role models for pupils both in lessons and at social times. They typically apply the school’s behaviour systems well.

p.2

Attendance and behaviour Expected standard

Leaders carefully monitor behaviour across the school and respond to any issues which may occur, for example providing more equipment at playtimes in order to engage pupils. Any discriminatory behaviour or bullying is never tolerated and quickly addressed. Pupils who need specific support with regard to their behaviour receive tailored help. As a result of the consistency of approach, incidents of negative behaviour and the need for suspensions have reduced over time.

p.2

Curriculum and teaching Expected standard

Leaders have further refined and improved the school’s curriculum. It is well sequenced from the early years. The curriculum builds logically over time. Leaders tailor the curriculum to meet the needs of the pupils who attend the school. There is a clear focus on ensuring that pupils become confident and fluent readers. Staff deliver phonics consistently well. They choose books for pupils to read which are closely matched to their phonics knowledge. This helps pupils to secure their learning. Staff teach older pupils to read out loud, perform and reflect when reading.

p.2

Curriculum and teaching Expected standard

Leaders have worked hard with staff to ensure that they focus on important foundations for learning in writing. This starts early. Staff teach pupils to form letters accurately, spell words and punctuate sentences consistently. In mathematics, staff focus on ensuring pupils master important number knowledge. This enables them to reason mathematically and solve problems.

p.3

Curriculum and teaching Expected standard

Overall, staff deliver the curriculum as intended. They endeavour to include all pupils in lessons. That said, there remain some inconsistencies in relation to how well some staff focus on the important knowledge that pupils need to learn in subjects and ensure that pupils respond to the feedback they provide so as they make the best progress.

p.3

Early years Expected standard

Leaders prioritise the early years. They ensure that children build learning well from their starting points both socially and educationally. From the start of the day children settle into familiar routines and learn to become independent and inquisitive learners. Leaders have further developed the early years curriculum so that all areas of learning are well considered. There is a specific focus on children developing important communication, social and physical skills. Leaders know that these skills underpin all learning. For example, children manipulate small objects such as pegs and matchsticks. This enables them to confidently hold a pencil when writing.

p.3

Early years Expected standard

Staff ensure that children practise what has previously been taught in their learning activities. For example, they count and sort toy animals into groups and match them to numerals confidently when playing independently. Staff are skilled at ensuring that children who need further practice in a particular area of learning receive extra support by including them in further group activities. Overall, staff positively interact well with children, developing and extending their language, questioning and explaining clearly. The work that leaders have carried out in the early years is building consistency across the provision. Consequently, children are well prepared and ready to learn in Year 1.

p.3

Inclusion Expected standard

Leaders have created a warm and inclusive school culture. They identify pupils’ barriers to learning early. Often this is in the early years. Therefore support is prompt and pupils' needs are well understood.

p.3

Inclusion Expected standard

Staff are trained to meet pupils’ needs effectively. Leaders monitor progress through regular ‘challenge meetings’. They check on how well pupils are doing and refine support if needed. This ensures that pupils with special educational needs and/or disabilities typically achieve well from their starting points. Staff have received training on making adaptations to pupils' learning in lessons to remove barriers to learning. However, not all staff are adept at ensuring that these adaptations are as effective as possible. Leaders work effectively with professional and external agencies. Pupils known (or previously known) to social care receive coordinated and well ‑ targeted support. Therefore these pupils’ needs are effectively considered and addressed.

p.3

Inclusion Expected standard

Disadvantaged pupils are a priority. Leaders use evidence to inform decisions about the use of additional funding. Strategies used contribute positively to pupils’ academic progress and wider development. Leaders monitor the impact of this work closely.

p.4

Inclusion Expected standard

Staff address pupils' specific needs well in 'the den'. As a result, many pupils confidently return to learn with their peers in class.

p.4

Leadership and governance Expected standard

New leaders have invigorated the school. They have taken staff and parents with them on this journey. Leaders prioritise the right aspects of the school to improve. Although some of these actions are relatively new, they are already having an impact. Leaders are present and lead from the front.

p.4

Leadership and governance Expected standard

Trustees and Governors have a highly accurate overview of the school’s strengths and area for development, summarised in ‘on the page’ documents for each aspect of school life. They check their understanding through regular visits to school. They know what needs improving and how they will support leaders in doing so.

p.4

Leadership and governance Expected standard

Leaders and the trust make sure that staff receive suitable professional learning in line with the school’s priorities. They invest in support from the trust and external experts such as the local English and mathematics specialist hubs. Leaders and trust leads ensure that staff benefit from learning that is research led and informed.

p.4

Leadership and governance Expected standard

Leaders are always conscious of any possible impact on staff workload or wellbeing. Staff feel fairly treated here and know that leaders put pupils at the centre of decision-making. One member of staff's comment summed up the views of many when they stated, ‘The school is exceptionally well led by a management team that prioritises inclusion and student success.’

p.4

Leadership and governance Expected standard

Parents are for the most part positive about the school. They know that leaders care about families and the local community. One comment was typical of many when the parent stated, ‘It's a lovely learning environment for my child.’

p.4