Tabor Academy

Tabor Academy

Address: Panfield Lane, Braintree, Essex, CM7 5XP Unique reference number (URN): 139179

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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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Curriculum and teaching Expected standard

Leaders have established clear priorities for improving curriculum and teaching, including a focus on vocabulary development, retrieval practice and literacy. Leaders demonstrate a clear understanding of the need to strengthen pupils' foundational knowledge, particularly for vulnerable pupils.

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Curriculum and teaching Expected standard

Pupils with lower starting points, including those with special educational needs and/or disabilities, benefit from structured interventions, trained staff and adaptive approaches that support access to learning. As a result, many pupils engage positively and are supported to keep up with their peers.

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Curriculum and teaching Expected standard

The curriculum is generally well designed and coherently sequenced across subjects. Leaders have ensured that the curriculum is broad, structured and supported by centralised resources in some areas.

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Curriculum and teaching Expected standard

Teaching is typically characterised by secure subject knowledge, clear explanations and structured lesson delivery. Pupils benefit from regular feedback and support. Many report positive experiences of learning. Sometimes, staff do not check if all pupils have understood the work, and opportunities for deeper thinking and independent application are limited.

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Curriculum and teaching Expected standard

Inclusive practice is clear in the classroom, with effective support for pupils with special educational needs and/or disabilities and those with weaker reading, writing and mathematical skills. For example, adaptive teaching and extra adult support enable pupils to access the same curriculum as their peers.

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Inclusion Expected standard

Leaders demonstrate a clear moral purpose in supporting pupils who face any barrier or difficulty accessing education. Leaders are committed to inclusion through well-established systems for early identification and assessment of pupils’ needs.

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Inclusion Expected standard

Leaders recognise a wide range of barriers affecting pupils, including socio-economic factors and literacy needs. They respond with targeted and flexible support. There is a clear emphasis on removing barriers through practical strategies, external partnerships and tailored interventions. Leaders also make appropriate use of alternative provision where required, maintaining oversight to ensure pupils’ needs are met.

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Inclusion Expected standard

Teachers implement a range of adaptive strategies such as the use of assistive technology and structured support. This enables pupils to access the curriculum. Additional adults are well deployed, and clear systems allow pupils to communicate their needs independently.

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Inclusion Expected standard

Systems to support pupils with special educational needs and/or disabilities (SEND) are well established. Teachers apply thoughtful and practical adaptive strategies, enabling these pupils to access the same curriculum as their peers and participate meaningfully in lessons. Provision in nurture settings is particularly effective, with carefully adapted materials and structured support aiding learning. The school works constructively with virtual school partners to support looked-after pupils, with generally effective relationships and communication. The school further supports disadvantaged pupils through the strategic use of funding to remove barriers to learning. This largely focuses on wellbeing and improving literacy.

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Personal development and wellbeing Expected standard

Pastoral support is a clear focus of the school, with pupils reporting that they feel safe, supported and able to access trusted adults. Relationships between staff and pupils are positive, contributing to an inclusive and caring environment where pupils feel listened to and valued. There is a high focus on mental health and wellbeing, supported by effective use of external agencies where needed.

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Personal development and wellbeing Expected standard

Leaders have established a coherent and well-structured approach to personal development and wellbeing. Leaders monitor provision through student voice and there is a clear commitment to pupil-led learning. Careers education is a key feature with a focus on securing sustained and appropriate destinations for pupils. Pupils experience a range of careers events to help them make informed decisions about their future.

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Personal development and wellbeing Expected standard

The personal development programme provides broad coverage of pupils’ social and moral development, including relationships, health, wellbeing and safety. The relationships curriculum is age-appropriate and equips pupils with knowledge to stay safe, healthy and happy. Pupils confidently recall learning relating to areas such as mental health, safety and relationships. Leaders have focused on educating pupils about British values, such as respect and tolerance. The development of the school parliament has helped increase understanding and awareness.

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Personal development and wellbeing Expected standard

Pupils benefit from a wide range of enrichment opportunities and are encouraged to participate in broader aspects of school life. Trips help them to develop greater cultural awareness. Pupils speak excitedly about these experiences and say there are many.

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Personal development and wellbeing Expected standard

The school demonstrates a commitment to inclusive personal development, ensuring that opportunities are accessible to all pupils. Leaders take deliberate steps to support disadvantaged pupils and those with special educational needs and/or disabilities. Pupils are kind and look out for one another. All have opportunities to contribute to school life, such as through student leadership and council roles.

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Post-16 provision Expected standard

Leaders demonstrate a clear and coherent approach to post-16 provision, with a strong emphasis on pastoral care, wellbeing and student voice. Provision is carefully monitored through student feedback and reflects a responsive, pupil-led approach, alongside a well- established focus on personal development and careers education. Relationships between staff and students are positive, and pupils report feeling safe, valued and well supported. This creates a positive environment that supports engagement in learning.

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Post-16 provision Expected standard

The curriculum is complemented by a structured personal development programme that supports students’ understanding of relationships, health, wellbeing and safety. Students show secure knowledge in these areas, and preparation for next steps is a particular

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Needs attention

strength. Careers provision is comprehensive and well planned, offering guidance, events and pathways that enable informed decision-making and support sustained destinations. Enrichment opportunities are wide-ranging, and students engage positively, contributing to their personal growth, confidence and sense of belonging within the school community.

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Needs attention

The provision is inclusive and supportive, with leaders ensuring that opportunities are accessible to all students, including those who are disadvantaged or have additional needs. Support is personalised, and students are encouraged to take on leadership roles and contribute to school life. The sixth form provides a nurturing and inclusive environment that supports students both academically and pastorally.

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Achievement Needs attention

There is variability in achievement across subjects and pupil groups. More positive outcomes are evident in some areas, where work demonstrates quality, pride and ambition. Some pupils have not mastered the basics in their subjects, meaning they are unable to access more-complex concepts. Vulnerable pupils are disproportionately affected by this. Some reading, writing and mathematical knowledge is not consistently secure for all pupils. Many pupils come into school with low reading and writing scores. Leaders are aware of this and have many interventions available to support.

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Achievement Needs attention

Published outcomes show sustained underperformance. While leaders have implemented systems for tracking, quality assurance and extra help, these have not yet translated into improved outcomes. Progress measures present a more stable picture in A levels, which are at national averages. This shows that students generally progress well from their starting points. Leaders make every effort to make sure that pupils are suitably prepared for their next steps.

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Attendance and behaviour Needs attention

Leaders have rightly prioritised attendance and provide clear strategic leadership in this area. This is supported by robust systems for tracking, monitoring and intervention, including engagement and collaboration with external agencies. Leaders have driven these initiatives with greater focus and emphasis this year and are seeing gains in the younger year groups. Despite recent improvements in overall attendance, this still remains below national figures. Persistent absence is high, particularly for vulnerable groups. While early indications suggest a more structured and coordinated response, the impact of leaders’ work is not yet sustained or measurable. Further work is required to ensure that current strategies lead to consistent improvements, particularly in reducing persistent absence and closing attendance gaps.

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Attendance and behaviour Needs attention

Pupils demonstrate consistently polite, cooperative conduct and positive attitudes to learning. Classrooms are calm and orderly, with minimal disruption, allowing pupils to engage effectively. Behaviour systems are well established and inclusive. Incidents of bullying are addressed swiftly and appropriately. Pupils report confidence that any concerns, including those about discrimination or harassment, are dealt with effectively. Strong staff presence and positive relationships contribute to a safe and respectful environment where pupils feel supported. Inclusive approaches to behaviour include reasonable adjustments made for pupils with special educational needs and/or disabilities. Leaders work effectively with external partners to support behaviour and ensure safe conduct, and there is evidence of improvement over time.

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Leadership and governance Needs attention

Leaders demonstrate a clear understanding of the school’s strengths and areas for development. They have the drive, skills and experience to drive the school forward. Appropriate priorities have been identified and acted upon. However, while these actions are well considered, their impact is not yet consistently evident and needs time to embed.

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Leadership and governance Needs attention

In particular, there have been recent changes in governance to focus more squarely on the priorities for the school. The pace of improvement prior to these developments was too slow. The level of challenge, support and intervention was not always sufficient to address declining outcomes and attendance. The trust recognises this and has taken appropriate action.

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Leadership and governance Needs attention

Leaders have the pupils at the heart of all decisions. They also ensure staff wellbeing is their top priority. Staff are overwhelmingly positive about the support they receive. Staff morale is high. They report positively on leadership, relationships and the direction of the school. Leaders have created a more positive working environment. There is shared commitment to school improvement.

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Leadership and governance Needs attention

Professional development is increasingly targeted and evidence-informed. There is a focus on key priorities such as adaptive teaching and supporting vulnerable pupils. Early career teachers are particularly well supported, and training is aligned to school improvement priorities. Systems for quality assurance and sharing good practice are in place, supported by trust-wide collaboration. Leaders engage with a range of external partners to support school improvement.

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Leadership and governance Needs attention

Many parents are positive about the school trajectory. Leaders are actively improving communication, consistency and confidence. They truly want pupils to have the best experience at Tabor Academy.

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

Pupils at Tabor Academy describe it as a ‘kind school’ where it is ‘ok to be different’. They feel valued and cared for and this gives them a sense of belonging and security. Pupils are included in the day-to-day life of the school and benefit from a positive, inclusive culture where relationships are strong. They report feeling safe and are treated with respect. They know they have access to trusted adults who will support them when needed.

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

Pupils enjoy their learning and engage positively in lessons. This is supported by a calm environment, clear routines and structured teaching approaches. The curriculum is coherently planned and sequenced, and pupils typically experience helpful feedback and appropriate support. Teachers know their pupils well and therefore teach to their needs. However, too many pupils are missing school currently. This limits pupils’ access to learning and weakens their outcomes.

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

Pupils benefit from a wide range of broader experiences that extend beyond the academic curriculum. Enrichment clubs, trips and careers guidance together support pupils’ wider development and aspirations. Many pupils contribute to school life through leadership roles, mentoring and student voice. Older students make a positive contribution to the school. They care. Their legacy is seen through projects such as the ‘sensory garden’ which helps to support pupils that need a quiet and relaxing space to gather their thoughts.

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

Pupils generally demonstrate positive attitudes to learning and behave well in lessons and around the school. Respectful attitudes, where pupils look out for one another, contribute to a happy environment. Pupils report that bullying is rare and dealt with well. They feel safe both in school and when learning about risks beyond it, such as when learning about online safety. Pupils’ welfare is prioritised and they receive appropriate support when needed.

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Next steps

Those responsible for governance should ensure that leaders are given appropriate support, challenge and resources to drive forward the improvements needed in the school leading to effective change. Leaders should continue to improve the attendance of all pupils, particularly those who are most vulnerable. Leaders should support staff to check pupils' learning to pick up on gaps and misunderstandings. This will help staff to tailor their teaching to help pupils to secure key knowledge and achieve well across subjects.

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About this inspection

This school is part of the Loxford School Trust Limited, which means that other people in the trust also have responsibility for running the school. The trust is run by the interim chief executive officer (CEO), Amy Loveng, and is overseen by a board of trustees, chaired by David Low.

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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, members of the school's leadership team, the interim CEO of the trust, the chair of the trust and the chair of the local governing body during the inspection.

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Team inspectors:

Kay Leach, Ofsted Inspector Diana Fletcher, Ofsted Inspector James Shapland, Ofsted Inspector Cathy Barr, His Majesty's Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 9 June 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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1,050

The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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1,050

The inspectors confirmed the following information about the school:

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1,050

The school currently makes use of three unregistered alternative provisions.

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1,050

Headteacher: Kellyann Brown Close to average

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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 6 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 needs support 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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English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

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Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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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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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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national average

2022/23 (final) -0.79 -0.57 Close to average

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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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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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A-level average point score

The average points that students achieved per A-level entry.

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A-level value added

A score showing students’ progress between the end of key stage 4 and the end of their academic qualification studies.

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national average

2024/25 (final) 0.1 0.0 Close to average

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national average

2023/24 (revised) 0.0 0.0 Close to average

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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

2022/23 (3 term) 9.7% 9.0% 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) 27.0% 25.6% Close to average

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national average

2022/23 (3 term) 22.8% 26.5% 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. 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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Urgent improvement

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

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