Schools & FE · Report card

The Grange Academy

Inspected 16 Jun 2026 · published 8 Sept 2026 · URN 144904

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Summary

No overall grade in this frameworkSafeguarding met

Jessie Linsley (lead), Luke Wildig, Nichola Pickford

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Needs attention
Inclusion verified
Needs attention
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
16 Jun 2026
Inspectors verified
Jessie Linsley, Luke Wildig, Nichola Pickford
Postcode verified
SG6 4PY
Name on report verified
The Grange Academy
Safeguarding verified
Met
URN verified
144904

Page 1 of 15

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 teachingNeeds attention
InclusionNeeds attention
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.

+51Positivemore positive than 21% of reports of this type

In line with other reports of this type.

Praiseeffectiveeffectivelypositivesecure knowledgeenjoyfeel safehappysuccessfully

Criticismconcernsnot alwaysweaknessesinconsistentnot consistentlyslowpersistently absentstruggle

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

Findings1402w+46
Leadership283w+65
Safeguarding51w−11
What needs to improve67w+58

Strengths

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Concerns

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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.

Leadership & governance35
“Leaders have introduced new processes to address identified weaknesses in identifying and meeting some pupils' needs.” p.4
Teaching & assessment11
“Inconsistent teaching or interruptions to learning sometimes slow pupils’ progress through the curriculum.” p.2
Parents & families10
“Leaders work closely with families and external agencies to help pupils engage successfully in learning and school life, although this process can take time.” p.2
Behaviour9
“Pupils' behaviour is typically positive, especially during social times.” p.2
Curriculum8
“Inconsistent teaching or interruptions to learning sometimes slow pupils’ progress through the curriculum.” p.2
Communication & language7
“Others enjoy talking to their friends.” p.5
Maths6
“Leaders have reduced the number of pupils who are persistently absent.” p.2
Personal development6
“Leaders plan for pupils' personal development carefully.” p.3

Anatomy of the report

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

Pages: 15
Words of findings: 1,793; about usual (typical 1698)
Reading level: Hard; Flesch 48, typical 43
Average sentence: 11 words
Next steps: 4; typical 3
Hedged sentences: 13%; “some”, “not always”, “most”…

Where the words go

Findings 49%Leadership 10%Safeguarding 2%What needs to improve 2%About the inspection 36%

Full report text

The Grange Academy

Address: Sparhawke, Letchworth Garden City, Hertfordshire, SG6 4PY Unique reference number (URN): 144904

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

Pupils achieve in line with their peers nationally in national tests and assessments. Pupils with special educational needs and/or disabilities, disadvantaged pupils and those with other barriers to their learning and/or wellbeing also make steady progress and achieve well. Over time, pupils secure their knowledge in reading. They learn to read fluently. This allows them to access learning across the wider curriculum. Pupils' work shows that in writing, pupils develop secure skills of composition, spelling and handwriting. Most pupils gain the knowledge they need to be competent mathematicians. Typically, pupils remember key knowledge in other subjects. By the end of Year 6, most pupils have gained the knowledge needed to be ready for learning in secondary school.

p.2

Achievement Expected standard

Inconsistent teaching or interruptions to learning sometimes slow pupils’ progress through the curriculum. Leaders provide targeted tuition to help pupils catch up when this is the case. As a result, pupils strengthen their knowledge and skills over time.

p.2

Attendance and behaviour Expected standard

Pupils' behaviour is typically positive, especially during social times. Playtimes and lunchtimes are happy and calm. Pupils cooperate well. Bullying is rare. Pupils explain that staff deal with any concerns effectively when they arise. Pupils understand that some peers need support to manage their behaviour. This promotes tolerance. Most pupils behave well in lessons. They show this by listening to the teacher and each other and by putting their hands up politely when they want to talk. They typically show good manners towards others. Some pupils find it harder to manage their behaviour and emotions. Staff provide effective guidance, support and strategies to help them do this. For example, pupils can access a quiet space called 'the den' when needed. They are encouraged to return to learning as soon as possible. Staff support pupils effectively in most cases so that their behaviour improves.

p.2

Attendance and behaviour Expected standard

Leaders track patterns in attendance closely to identify the challenges that some pupils and families face in attending regularly. They take effective action to overcome barriers to attendance. For example, they help pupils establish morning routines or provide calm transitions into class. Leaders have reduced the number of pupils who are persistently absent. Overall, leaders' work helps many pupils attend more regularly.

p.2

Leadership and governance Expected standard

The trust maintains effective oversight of the school. Trustees and trust staff ensure that school leaders are accountable for the impact of their actions on pupils’ learning. Leaders understand the school’s strengths and areas for development. They take appropriate actions to bring about improvements. For example, their work to establish consistent teaching approaches is ongoing and increasingly embedded across the school.

p.2

Leadership and governance Expected standard

The school has been through some changes. Some staff are new. Additionally, more pupils start at the school with more than one vulnerability. Leaders gather information to understand any difficulties that may affect pupils’ learning. Some pupils have to wait for specialist support. Leaders work closely with families and external agencies to help pupils engage successfully in learning and school life, although this process can take time. Trust and school leaders remain focused on securing the support that pupils need. Leaders' recent changes to processes are ensuring that pupils are receiving support in a more timely fashion.

p.2

Leadership and governance Expected standard

Leaders know their community well. They build positive relationships with many families. However, some parents' and carers' views of the school are mixed. Some feel that pupils who sometimes struggle to manage their behaviour negatively affect their children. These parents do not fully understand what leaders do to improve this for all pupils or the impact of leaders’ actions. Leaders recognise the need to continue to strengthen and refine communication with parents and carers so that they better understand the school's work.

p.3

Leadership and governance Expected standard

Staff speak positively about leaders. Leaders consider staff workload and wellbeing. They create a supportive culture where staff feel valued, which contributes to improved morale and stability. Leaders provide staff with coaching and guidance, which is continuing to build staff's expertise over time.

p.3

Personal development and wellbeing Expected standard

Leaders plan for pupils' personal development carefully. They have designed a programme that reflects pupils’ needs and the local context. Leaders review content regularly and adapt it when new priorities emerge. This keeps learning relevant. For example, older pupils learn about 'county lines'. Pupils develop secure knowledge of relationships and health education. They can explain how to build positive friendships. Additionally, they know how to seek help from trusted adults and who to go to.

p.3

Personal development and wellbeing Expected standard

Pupils understand rules for staying safe online, including how to apply these in different contexts. This includes not sharing personal information. Pupils also show secure knowledge of their bodies and how they change.

p.3

Personal development and wellbeing Expected standard

Pupils also understand the fundamental British values, including tolerance and rule of law. They learn about democracy through school council elections. They learn about diversity, including differences in family structure, religion and culture. Visits to places of worship deepen this understanding. Pupils show respect for others. This prepares them for life in modern Britain.

p.3

Personal development and wellbeing Expected standard

The school offers a wide range of enrichment opportunities. Clubs include sport, music, art and academic activities. Most are free. Leaders track participation. This helps them identify pupils who need additional encouragement to benefit from what is on offer. As a result, a high proportion of pupils attend, including those with special educational needs and/or disabilities and those who are disadvantaged. Educational visits and community activities broaden pupils’ experiences. Events such as careers day raise pupils' aspirations and encourage ambition. Pupils take on leadership roles such as play leaders and school councillors. This means pupils understand, and contribute positively to, their role in the school community.

p.3

Personal development and wellbeing Expected standard

Leaders provide effective pastoral support. Staff work closely with families. Pupils receive appropriate support and wellbeing provision. This helps pupils manage their feelings and

p.3

Needs attention

worries. Any pupils who need more bespoke, individual support receive this. For some pupils this is an essential first step, so they are ready and able to learn.

p.4

Curriculum and teaching Needs attention

Leaders have developed a curriculum that sets out what pupils should learn in each subject. They ensure staff teach knowledge in a logical order so it builds to more complex ideas. How effectively the curriculum is taught varies. Where the curriculum is taught most effectively, teachers use clear models and explain new knowledge clearly. This helps pupils remember new ideas. It also means they can complete learning tasks confidently and independently. However, this is not consistently the case. Sometimes, teachers do not identify and correct misconceptions. In these cases, pupils do not make as much progress as they could. Pupils’ educational experiences vary between classes. Leaders check pupils’ knowledge and skills over time. They provide extra targeted teaching to close gaps in pupils' knowledge. These are effective. This means that, over time, pupils learn the basics they need in reading, writing and mathematics. However, consistently effective classroom

p.4

Curriculum and teaching Needs attention

teaching would reduce leaders’ need to provide this additional support.

p.4

Curriculum and teaching Needs attention

Leaders’ work and checks have led to improvements in teaching, and these are becoming more consistent. For example, staff ensure that pupils revisit prior knowledge regularly. This helps pupils connect new learning to what they already know. Staff also teach pupils to use subject-specific vocabulary, including key words in subjects such as geography. This supports pupils to use accurate language when speaking and writing.

p.4

Inclusion Needs attention

Leaders and staff identify pupils who have additional needs accurately. However, the strategies and adaptations used do not always match pupils’ needs well. As a result, staff do not always provide the precise support some pupils need. This means some pupils find it harder to complete tasks successfully and with increasing independence.

p.4

Inclusion Needs attention

Staff work closely with pupils and families, including those with special educational needs and/or disabilities and those with vulnerabilities. This collaboration builds trust. It helps pupils feel understood, so they engage more confidently in school life.

p.4

Inclusion Needs attention

Leaders have introduced new processes to address identified weaknesses in identifying and meeting some pupils' needs. Early signs suggest these changes are resulting in improvements. For example, leaders make referrals to external services more promptly when needed. This secures more timely specialist advice. It also strengthens staff's understanding of pupils' needs. Staff are now using this guidance to adapt teaching and remove specific obstacles to pupils’ participation in learning. For example, where pupils need this, staff help pupils learn how to manage their emotions and feelings.

p.4

Inclusion Needs attention

Leaders use additional funding for disadvantaged pupils effectively to help pupils keep up with their peers. For example, leaders provide targeted tuition in reading, writing and mathematics to strengthen disadvantaged pupils’ knowledge and skills in these areas.

p.4