SAIL (Salisbury Academy for Inspirational Learning)

Learning)

Address: Wilton Road, Salisbury, Wiltshire, SP2 7EU Unique reference number (URN): 149746

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

Attendance and behaviour Expected standard

Leaders place a sharp focus on attendance. Their resolute efforts over the past few years are now securing improvements in the overall rates of pupils' attendance. Leaders analyse behaviour and attendance information to identify patterns and adjust support. They communicate effectively with pupils, parents and carers. Leaders ensure that they all share an understanding about the importance of coming to school each day. Staff understand the role that they play in supporting pupils to have positive attendance. Some pupils have had negative experiences of education prior to joining this school. Leaders understand the barriers these pupils face. They work closely with families and external professionals to support pupils to develop positive attendance habits.

p.2

Attendance and behaviour Expected standard

Leaders have created a culture where staff know, support and care for pupils. Relationships are well established and built on mutual respect. Leaders have high expectations for pupils' behaviour. Staff apply the behaviour policy consistently and sensitively. They set clear routines and expectations for pupils’ behaviour across all aspects of school life. Pupils understand these and trust staff to help them manage their emotions. Staff listen carefully to pupils and validate their feelings and experiences. Leaders ensure that bullying, discrimination and any form of harassment are taken seriously. Staff deal with any issues compassionately. Therefore, pupils feel safe, understood and supported.

p.2

Inclusion Expected standard

All pupils have education, health and care (EHC) plans, and many present with multiple and overlapping needs. Leaders gather information at transition and in pupils’ first few weeks at school to support this understanding. They are knowledgeable and ambitious for all pupils. Leaders make sure pupils, including those who are disadvantaged and those who are known or previously known to children’s social care, receive highly personalised, targeted support from the start. Provision is adapted through interventions and adaptations to learning such as visual timetables, learning breaks and sensory items. Pastoral support is a notable strength. Pupils are supported to develop strategies to manage their social and emotional wellbeing. The impact of this work is evident in improvements to pupils’ independence, attendance and confidence.

p.2

Inclusion Expected standard

Leaders work purposefully with external specialists, including the virtual school, to ensure that pupils receive the best possible support. Leaders ensure that this information is used to inform annual reviews of pupils' EHC plans. Staff receive high-quality training. This helps them to adapt their support and care effectively. Disadvantaged pupils, including those eligible for pupil premium funding, are supported effectively. Funding is used strategically to improve attendance, wellbeing and access to learning. Some pupils attend alternative provision placements. Leaders ensure that they receive highly personalised support to support their emotional and vocational development.

p.2

Leadership and governance Expected standard

Leaders understand the school’s strengths. They accurately prioritise areas for development. This has had a notable impact on pupils’ engagement and readiness to learn. Leaders are committed to strengthening teaching and learning. They are continuing to work towards greater consistency across classes. Staff understand the school's priorities and feel supported to implement them. These developments are already making a meaningful difference to the quality of education and to pupils' day-to-day experience.

p.3

Leadership and governance Expected standard

Staff benefit from well ‑ focused professional learning. This is informed by school improvement priorities and high-quality research. Leaders are mindful of staff workload and wellbeing. Staff value this and are proud to work at the school. Leaders’ actions are guided by a clear moral imperative. They always act in pupils’ best interests. Trust leaders and the local governing body provide highly effective support and challenge. They assure themselves that they have an accurate view of the school’s performance and meet their statutory duties.

p.3

Leadership and governance Expected standard

The school had previously experienced a significant period of turbulence. Leaders have acted intelligently and deliberately to address historic weaknesses. Their work has had an impact. The school is now stable and pupils are happy and settled.

p.3

Leadership and governance Expected standard

Leaders have forged positive relations with parents. Pupils, parents and staff report high levels of satisfaction with the school. Parents value the nurturing care their children receive. They are typically confident that staff understand and meet their individual needs. Parents appreciate the school’s efforts to work in partnership with them. Leaders have established a warm and inclusive community where everyone is welcomed.

p.3

Personal development and wellbeing Expected standard

Pupils benefit from a well-planned and effective personal development programme. It has a direct, positive impact on many areas of pupils' development. These include pupils' self- esteem, self-belief, their improved behaviour and attendance. Leaders ensure that the personal, social and health education curriculum is broad, coherently planned and suitable for the school's context. Pupils revisit subject content frequently so that they practise and deepen their learning. Pupils develop an understanding of how to keep themselves safe, both on and offline. They learn about healthy relationships at an age-appropriate level.

p.3

Personal development and wellbeing Expected standard

The pastoral and well-being provision is a strength of the school. Leaders meet pupils’ wider needs through therapeutic interventions. Pupils develop important knowledge and skills related to their social and emotional development. This enables pupils to develop a sense of belonging through the positive relationships they form with staff and peers.

p.3

Personal development and wellbeing Expected standard

Pupils enjoy a range of activities that broaden their understanding of the world. These include visits to places of interest such as the Houses of Parliament. These opportunities deepen pupils’ knowledge and skills. For example, pupils talk confidently about British values and the importance of the rule of law. Leaders have curated 30 meaningful experiences to enrich pupils’ broader development and extend their horizons. The school ensures that these opportunities are open to all, including those who are disadvantaged. They are tailored to support pupils to develop their talents and try new things. Pupils enjoy

p.3

Needs attention

playing musical instruments and opportunities for residential trips and outdoor learning. Leaders track participation rates to ensure that no one misses out.

p.4

Needs attention

Leaders ensure that pupils benefit from an established careers programme. Leaders have developed effective links with local providers and colleges. Pupils are well-prepared to move on to suitable destinations to continue with their education and training or to enter employment.

p.4

Achievement Needs attention

In many areas, pupils make progress from their individual starting points. Leaders ensure that staff receive effective professional development to support pupils to overcome their individual barriers. This has a positive impact in some subjects. For example, pupils manage their emotions increasingly successfully and attend school regularly. In some subjects, such as food technology and computing, pupils learn new skills and use them confidently in their work.

p.4

Achievement Needs attention

However, in other subjects, leaders have not ensured that staff know pupils’ starting points. Consequently, teachers do not identify and address gaps in pupils’ knowledge promptly. In some lessons, learning activities provided do not fully match pupils’ levels of understanding. Consequently, pupils do not consistently acquire the intended knowledge and skills. Therefore, pupils move through the curriculum with ongoing misconceptions and unsecured knowledge. Leaders have begun to address these weaknesses. However, it is early days. Currently, pupils are not sufficiently well-prepared for their next steps.

p.4

Curriculum and teaching Needs attention

In some subjects, such as reading, the curriculum design is sequential and coherent. Leaders have identified the important knowledge and skills pupils need and the order in which they should learn them. The curriculum is infused with high-quality texts to develop pupils’ love of reading. Leaders have ensured that there are effective systems in place to identify any gaps in pupils’ knowledge. Staff use this information well to help pupils quickly catch up. Staff make sure that pupils read books with the correct level of challenge. When necessary, staff make adaptations to their teaching that are effective in meeting individual pupils' needs. Consequently, pupils develop fluency and comprehension.

p.4

Curriculum and teaching Needs attention

However, in a few subjects the curriculum design is disjointed. Furthermore, staff expertise is unevenly developed in some curriculum subjects. Although there are instances of positive practice, the way that the curriculum is taught is not consistently effective across the school. Consequently, sometimes pupils are not supported effectively to build on previous learning. Leaders recognise this. They have started to make intelligent improvements to strengthen the curriculum design. Leaders have also introduced additional training to ensure all staff have the expertise to implement the curriculum as intended. This is starting to have an impact. However, there is more work to do to ensure that the curriculum is coherently designed and taught well in every subject.

p.4

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

SAIL Academy is an inclusive place to learn. Deeply committed staff provide a warm welcome. They take time to check how pupils are feeling as they arrive each morning. Throughout the day, staff ensure pupils benefit from positive, rewarding experiences. Pupils know they are accepted for who they are. They trust staff to support and guide them. Most pupils attend well. They feel safe and valued. Bullying is not tolerated. Pupils know that staff will help them if they have any worries.

p.5

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

All pupils have special educational needs and/or disabilities. Many pupils join the school with significant gaps in their learning. For many pupils, this is their first positive experience of school and education. Staff know the pupils well. They support pupils to develop strategies to manage their behaviour and to engage in learning. Consequently, pupils become increasingly confident and independent.

p.5

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

Classrooms are orderly and purposeful. Clear routines help pupils to understand what is expected of them. Pupils behave well. Pupils typically engage well with activities and respond positively to staff guidance. When pupils find things difficult, staff intervene promptly. This means pupils can return to learning with minimal disruption.

p.5

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

All pupils, including those who are disadvantaged, benefit from learning that extends beyond the classroom. They learn essential life skills. For example, staff support pupils to develop the knowledge they need to travel independently on public transport. This helps pupils prepare for life beyond school.

p.5

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

Pupils make positive steps towards achieving their education, health and care plan outcomes. They enjoy learning. In some subjects, pupils develop the skills and knowledge they need to build on previous learning. However, this is not yet consistent across the curriculum. In some subjects, pupils do not achieve as quickly from their starting points as leaders intend. As a result, some pupils are not yet fully prepared for the next stages of their learning.

p.5

Next steps

Leaders should ensure that assessment is used to identify and address gaps in learning so that pupils can build consistently on their previous knowledge and skills. Leaders should ensure that the curriculum is consistently designed well and that all staff have the expertise to deliver it as intended, so that pupils learn important knowledge securely.

p.5

Team inspectors:

David Simons, Ofsted Inspector Simon Brown, Ofsted Inspector

p.6

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.

p.6

Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 7 July 2026

p.6

About this inspection

This school is part of Reach South Academy 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), Tom Leverage, and overseen by a board of trustees, chaired by Marcus Agius CBE.

p.6

About this inspection

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

p.6

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.

p.6

About this inspection

Inspectors spoke with the headteacher, other leaders and groups of staff. The lead inspector met with the CEO, the vice-chair of the board of trustees, two regional directors, other trust leaders, the chair of the local governing body and other governors.

p.6

About this inspection

Inspectors considered responses to the online survey, Ofsted Parent View, including free- text comments. Inspectors also considered responses to Ofsted's staff and pupil surveys.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The school currently uses 13 alternative providers which are unregistered providers of alternative provision.

p.6

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.

p.7

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.

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

p.7

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.

p.7

What does this mean?

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

p.7

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.

p.8

What does this mean?

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

p.8

What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

p.8

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.

p.8

Persistent absence

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

p.8

Exceptional

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

p.9

Strong standard

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

p.9

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.

p.9

Needs attention

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

p.9

Urgent improvement

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

p.9

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.

p.9

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.9

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.9

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.9

Urgent improvement

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

p.10