The Sky Academy

The Sky Academy

Address: Pickeridge Close, Taunton, Somerset, TA2 7HW Unique reference number (URN): 150134

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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 Expected standard

The curriculum builds on pupils’ different starting points and individual special educational needs and/or disabilities. Typically, pupils make progress from their various starting points. Early learning is supported effectively. In reading, communication and number, pupils build their knowledge and grow in confidence the longer they stay at the school. They make steady improvements in their writing, including their spelling and handwriting.

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Achievement Expected standard

Across subjects like science and physical education, pupils develop their understanding. They enjoy practical activities that help them learn new skills in a safe and supportive environment. For example, in food technology, pupils develop essential life skills in preparation for adulthood, including safe knife handling and preparing healthy foods such as smoothies.

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Achievement Expected standard

The school has also expanded the range of qualifications offered to pupils in key stage 4, including GCSEs. Pupils leave the school with the qualifications they need to continue their education or for employment.

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Attendance and behaviour Expected standard

The school prioritises helping pupils to attend school as much as possible. Some pupils have previously been out of education for considerable periods of time or developed an anxiety about school. Leaders continually explore a range of strategies to help these pupils address the personal challenges that hinder their regular attendance. Strong relationships underpin this. As pupils’ confidence increases, most are able to spend more time in school. Where needed, leaders draw on a range of alternative education providers to ensure that those pupils who struggle to attend remain engaged and continue to make progress.

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Attendance and behaviour Expected standard

Leaders and staff develop strong relationships with pupils, working alongside them to identify gaps in their emotional development and set meaningful targets for their behaviour and learning. Pupils trust staff. If bullying occurs, whether online or offline, the school is responsive. Pupils earn points in lessons based on the school values, which are exchanged for incentives. This motivates pupils to try their best and develop positive attitudes to learning. If pupils struggle to manage their behaviour, the pastoral team takes swift and effective action to help them identify their feelings. Through targeted support and interventions, staff help pupils meet their emotional needs and develop the resilience to thrive.

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Curriculum and teaching Expected standard

The school offers a broad and balanced curriculum that builds on pupils’ existing knowledge, skills and understanding. Pupils follow well-established pathways that combine academic ambition with support for their needs. For pupils on the ‘engagement’ pathway, more time is needed to build their confidence so that they are ready to learn again. For those emotionally ready, the curriculum provides pupils with opportunities to work for qualifications in English and mathematics. Developing pupils’ life skills and communication is at the centre of all learning. An emphasis on vocabulary development strengthens pupils’ language skills. Pupils at the early stages of reading benefit from well-structured phonics sessions. They decode texts and read books that closely match to the sounds they already know. ‘Drop everything and read’ time enables pupils to enjoy reading for pleasure. They enjoy reading a range of books from different

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Curriculum and teaching Expected standard

Typically, teachers carefully check pupils' understanding to identify gaps in learning and adjust their teaching to address these effectively. However, at times, teachers do not use assessment information well enough to give pupils activities that prepare them well for subsequent learning.

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Inclusion Expected standard

Leaders demonstrate a clear and commitment to inclusion. Pupils arrive at The Sky Academy with their special educational needs and/or disabilities already identified. However, leaders are alert to identify any further areas where pupils might need additional help. Effective transition into the school ensures that pupils are placed on the most appropriate ‘curriculum pathways’ to support their development. Positive working relationships exist between staff, pupils and families. These relationships underpin the school's effective work to ensure that pupils receive the help that they need to succeed and to achieve.

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Inclusion Expected standard

Staff develop a thorough knowledge of pupils. They carefully consider the information in pupils’ education, health and care plans and design personal learning plans. Staff set individual targets for pupils’ academic, social and emotional learning. They make adaptations to the curriculum through writing scaffolds, sensory equipment or technology. Typically, these remove barriers to learning and give pupils the support they require. Therapeutic provision in drama, play and emotional literacy further enhances the support that pupils receive. Disadvantaged pupils, and those known to social care, receive close attention with provision carefully tailored to their individual circumstances. Additional funding is used effectively, so their specific needs are well met.

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Leadership and governance Expected standard

Since the school joined the new trust, leaders have driven clear and effective improvements across the school. They foster a compassionate and nurturing culture where everyone feels included. Leaders know and understand their school well. Effective working partnerships with commissioning local authorities and other outside agencies provide the right help and support that pupils need to thrive and succeed. Leaders act in the best interests of pupils, including those who are disadvantaged and those known to social care.

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Leadership and governance Expected standard

Generally, leaders carry out checks to monitor the quality of the school’s provision. They build on this oversight and work towards more precise evaluation of the impact of their actions. This aims to support a consistently high standard of education across all areas of the school's work.

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Leadership and governance Expected standard

Leaders place a high priority on managing staff workload and supporting their wellbeing. The collegiate ethos among staff helps to sustain the improvements leaders make to the school. Leaders provide staff with high-quality professional learning. This means that every member of staff has the necessary skills and knowledge to fulfil their responsibilities effectively. For example, staff benefit from the training they receive to support pupils who have experienced trauma. As a result, an overwhelming majority of staff value leaders’ open approach and feel proud to work at the school.

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Leadership and governance Expected standard

Those responsible for governance provide leaders with effective support and challenge. They understand their statutory duties. For example, they provide effective oversight of key areas including safeguarding and inclusion.

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Personal development and wellbeing Expected standard

The school equips pupils well for life beyond school. Personal development is woven throughout the curriculum. Pupils benefit from personal, social and health education. They receive regular lessons on important topics such as healthy relationships, boundaries and consent. Pupils learn about potential dangers, including vaping and knife crime and the impact of drug misuse. Events such as Safer Internet Day ensure that pupils are equipped to navigate the digital world safely. Furthermore, leaders welcome visitors who help pupils learn about discrimination, equality and racism. Through assemblies and discussions, pupils learn that the school’s values reflect those of modern Britain.

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Personal development and wellbeing Expected standard

The school has adopted a relational, restorative approach, which engenders high levels of respect. Pupils benefit from highly effective pastoral care. This includes a range of specialist support such as art, play and drama therapies.

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Personal development and wellbeing Expected standard

The school has links with local colleges and businesses. For example, pupils visit a local pizza restaurant and develop their understanding of food technology while also learning about the range of careers in the food and hospitality industry. Tailored discussions allow pupils to explore a wide range of qualifications, apprenticeships and further education pathways. There is a clear focus on helping pupils become more independent when they leave the school. Pupils learn about the world of work and important life skills such as travelling on public transport.

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Personal development and wellbeing Expected standard

Pupils particularly enjoy ‘learning through adventure’. Through forest school, pupils build their skills and knowledge. They grow vegetables and fruits in their allotment and develop responsibility and respect by caring for the school’s guinea pigs and chickens.

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Personal development and wellbeing Expected standard

Beyond the classroom, pupils take part in a wide range of activities including visits to museums, castles and a local zoo. Activities such as swimming, sailing and kayaking nurture pupils' talents and encourage them to embrace new experiences. Residential trips further support their personal development, building character and resilience.

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

Pupils experience school life that is inclusive, warm and nurturing. From the moment they join The Sky Academy, they are known and valued as individuals. Each morning, familiar staff greet them with friendly words and smiles, giving pupils an immediate sense of warmth and belonging. Pupils begin the day gently with time to catch up with friends, play games or eat toast. They transition into the school day with confidence and ease. This relaxed social time helps pupils feel settled and at ease, ready to learn.

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

Staff work hard to develop pupils' social skills and their respect for each other. The school is calm and helps pupils develop resilience and positive wellbeing. Pupils benefit from staff who take the time to know them well and can always find a trusted adult to talk to. Pupils behave well. They respond positively to the consistently calm routines that staff use. Pupils know that, should bullying occur, it is dealt with quickly and appropriate support is put in place for all those involved. As a result, pupils feel safe.

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

Pupils arrive with significant gaps in their knowledge and understanding. Many have low self-esteem, little confidence or have experienced barriers to their learning in the past. Despite this, the school is driven by a deep commitment and high ambition for all. Pupils benefit from a well-designed curriculum that supports their success. This leads to most pupils experiencing teaching that is well matched to their needs so that typically they leave with the qualifications they need to access the next stage of education or employment.

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

Pupils enjoy wide-ranging opportunities beyond the academic. 'Community time' encourages socialising across year groups, with some managing a tuck shop where points are exchanged for healthy snacks. The school nurtures individual interests. Within the extensive grounds, pupils can explore, play cricket and football, or engage in other activities such as Minecraft.

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Next steps

Leaders should continue to use the information they gather to evaluate the impact of improvement strategies more precisely and drive further development. Leaders should further strengthen the use of assessment to more accurately identify misconceptions and gaps in knowledge so that they can be addressed quickly.

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About this inspection

This school is part of Cabot Learning Federation, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Sir Steve Taylor, and overseen by a board of trustees, chaired by Professor Amanda Coffey.

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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, assistant headteachers during the inspection.

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Lead inspector:

Gavin Summerfield, 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 23 June 2026

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What does this mean?

Inspectors met with representatives from the local academy council, the board of trustees and the trust's governance professional. Inspectors also spoke to a representative from Somerset local authority.

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What does this mean?

The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 11 with information and engagement about approved technical education qualifications and apprenticeships.

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What does this mean?

The inspectors confirmed the following information about the school:

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What does this mean?

All pupils who attend this school have an education, health and care plan. The Sky Academy is a special school for pupils with emotional, social and mental health difficulties. Many pupils have communication and interaction needs.

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What does this mean?

The school transferred to Cabot Learning Federation in August 2023.

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What does this mean?

The headteacher of the school started in September 2024.

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What does this mean?

The school uses 10 unregistered alternative providers.

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What does this mean?

Principal: Gaby Long 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 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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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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Persistent absence

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

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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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Urgent improvement

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

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