Limehurst Academy

Limehurst Academy

Address: Bridge Street, Loughborough, Leicestershire, LE11 1NH Unique reference number (URN): 137367

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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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Personal development and wellbeing Strong standard

Pupils are very well prepared for their next steps. Leaders have considered the needs of pupils and the local community when designing the wider curriculum. They have created a purposeful programme of personal, social and health education (PSHE), which successfully builds pupils’ knowledge about life in modern Britain and how to keep themselves healthy and safe. This means that pupils have detailed knowledge of fundamental British values and the characteristics that are protected by law. Pupils value equality, diversity and difference. They are open minded and reflective.

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Personal development and wellbeing Strong standard

Additional activities beyond the curriculum are purposefully planned to provide pupils with a range of experiences. These enhance pupils' learning and provide opportunities they may not otherwise have. All pupils have access to enrichment opportunities, regardless of their individual circumstances. There has been a significant increase in the number of pupils who engage in activities beyond the curriculum.

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Personal development and wellbeing Strong standard

Pupils benefit from highly effective pastoral support, which is embedded into school life. Where pupils need additional support, this is well considered and effective. Pupils recognise that discrimination in any form is unacceptable. Leaders take proactive steps to promote inclusivity and acceptance. Some older pupils have received training to act as restorative peer mediators. This has provided pupils with the skills they need to resolve issues independently and respectfully. This programme has contributed to a cohesive school community.

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Personal development and wellbeing Strong standard

All pupils benefit from a precisely designed careers education programme. This provides pupils with the knowledge they need for their futures. Younger pupils are motivated to consider the skills they need to help prepare them for their futures. Vulnerable pupils, including those who are at risk of not securing appropriate education, employment or training opportunities once they leave school, receive targeted support to plan their next steps. This has been highly effective.

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Achievement Expected standard

Pupils achieve securely across the curriculum. As a result, published outcomes at the end of key stage 4 are broadly in line with national averages. Leaders have taken effective action to ensure that all pupils, including those who are disadvantaged, consistently achieve well from their starting points. However, there is more work to do to make sure all pupils achieve as highly as they could.

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Achievement Expected standard

Across the curriculum, pupils produce work that demonstrates they have built their knowledge and skills over time. When teachers’ questions provide appropriate challenge, pupils can explain their ideas in detail. Pupils who need extra help to secure their foundational knowledge receive this support and most progress well from their starting points. Most pupils use these skills effectively in their work.

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Achievement Expected standard

Pupils are well prepared for their next steps. They have the skills and knowledge that they need to make informed decisions about their futures.

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Attendance and behaviour Expected standard

Leaders have made attendance a key priority. This is because overall attendance is below national averages. The attendance of vulnerable pupils, including those with special educational needs and/or disabilities (SEND), is in line with national averages. Thorough analysis of absence enables staff to take steps to encourage attendance. Staff provide personalised support for pupils who find it difficult to attend school. This support has had a positive impact on the attendance of individual pupils. Pupils are welcomed warmly by staff at the start of the school day and positive attendance is celebrated. As a result, many pupils attend regularly and overall attendance is improving gradually over time.

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Attendance and behaviour Expected standard

There is a positive culture at the school based on respectful and supportive relationships between staff and students. Leaders have established clear routines and high expectations. This creates a calm environment where pupils can learn. If pupils struggle, staff provide effective support to help them pause and reflect.

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Attendance and behaviour Expected standard

Staff take proactive steps to create an inclusive and supportive environment. This means that bullying and discrimination does not happen often. When it does, pupils know that staff will deal with issues quickly.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of the curriculum and teaching across the school. Recent changes to the curriculum ensure that pupils study qualifications that match their needs and future options. The curriculum is designed to build pupils’ knowledge over time. Where planning is most precise, for example in geography, it identifies the exact knowledge and vocabulary that pupils will develop in lessons. This supports teachers to deliver lessons that extends pupils’ learning quickly.

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Curriculum and teaching Expected standard

Teachers have the knowledge they need to deliver the curriculum well. When teaching is most effective, for example in modern foreign languages, pupils engage enthusiastically and can describe their learning in depth. Teachers usually adapt teaching so that pupils with different needs fully engage in lessons. However, some activities do not provide effective support or challenge. This slows the pace of learning for some pupils.

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Curriculum and teaching Expected standard

Leaders provide effective support for pupils who need more help with their basic skills, such as reading. They have developed whole-school approaches to support the development of these essential skills. As a result, most pupils can access the curriculum with confidence.

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Inclusion Expected standard

Leaders have created an inclusive culture within the school. Staff know pupils well. They use this knowledge to provide the help pupils need. This ensures that pupils feel cared for and supported.

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Inclusion Expected standard

Pupils' needs are quickly identified, including pupils who are new to English. Leaders ensure that pupils receive targeted support that addresses the challenges they face. Typically, teachers provide support that meets the needs of most pupils. However, for some pupils with special educational needs and/or disabilities (SEND), the information and strategies leaders suggest are not precise enough. This means that teachers cannot always make the most effective adaptions in lessons. This sometimes limits the progress these pupils make.

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Inclusion Expected standard

Leaders use additional funding to support disadvantaged pupils’ barriers to participation, wellbeing and achievement. They ensure that all pupils can access enrichment activities, including trips. Pupils appreciate this support. Leaders review the impact of the support given to ensure it has a positive impact over time.

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Inclusion Expected standard

Leaders work closely with parents, carers and professionals to provide pupils with the specific support they require. Leaders use alternative provision thoughtfully. Placements are considered in partnership with families. Pupils who attend are closely monitored by leaders to make sure the placement meets their needs.

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Leadership and governance Expected standard

Leaders reinforce the school’s commitment to ‘achievement in a caring environment’. Across the school, decisions made and actions taken are in the best interests of pupils, particularly the most vulnerable. This has created an inclusive and supportive school culture where pupils feel valued and safe.

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Leadership and governance Expected standard

Leaders are ambitious for the school. They have a clear understanding of what is working well and where further improvements are needed. Leaders have taken appropriate action to improve some areas of the school's work. Where this is most effective, for example when developing strategies to improve attendance, leaders have used analysis to know precisely what is most effective. Governors and trust leaders help set a purposeful direction for the school’s development. They work closely with school leaders to develop priorities and monitor the impact of leaders’ actions. They understand and carry out their statutory duties with care.

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Leadership and governance Expected standard

Staff are very proud to work at the school. They are provided with training and support to carry out their roles effectively. This training improves teaching and the pastoral support offered to pupils. Teachers who are new to the profession receive appropriate support to develop their practice. Leaders support staff's wellbeing and ensure that their workload is manageable. As a result, staff feel supported and valued by leaders.

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Leadership and governance Expected standard

Leaders have developed highly effective relationships with families, the local community and other professionals. This enhances the support and care that pupils receive. Most parents are very supportive of the school and would recommend it to others.

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

Limehurst Academy is a happy and inclusive community. Pupils are very well supported with their pastoral needs. This is underpinned by a thorough knowledge of pupils and excellent relationships between pupils and adults.

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

Most teaching is effective in supporting pupils, including those with special educational needs and/or disabilities (SEND), to develop their knowledge and skills over time. Typically, pupils achieve well and they are well prepared for their next steps in education, training or employment. Many engage positively with their learning. However, some pupils are not given the precise support and challenge they need to make progress from their starting points.

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

Leaders have established effective routines that begin each school day positively. Pupils demonstrate calm and respectful behaviour around the school. Leaders have prioritised attendance and this is a focus of the whole school community. Their actions have ensured that, overall, pupils’ attendance is steadily improving.

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

Staff and pupils celebrate the school's multicultural identify. Pupils talk positively and knowledgeably about diversity and inclusivity. This means that pupils are respectful and cooperate consistently well with each other. Bullying and discrimination do not happen often. This is because leaders have carefully addressed these topics within the curriculum and personal development offer. If issues arise, they are dealt with proactively and effectively. Overall, there is a supportive school community where pupils feel valued and cared for.

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

Pupils are very well prepared for life in modern Britain. The wider curriculum, including the personal, social and health education programme, is carefully adapted to support and educate pupils on emerging issues both nationally and in the local community. There are many opportunities for pupils to develop their talents, interests and leadership through a range of extra-curricular activities. Many pupils attend these, particularly disadvantaged pupils and those with SEND.

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Next steps

Leaders should continue to embed strategies to improve overall attendance. Leaders should ensure that staff consistently use their knowledge of pupils to adapt their teaching to provide appropriate support and challenge. Leaders should continue to develop the curriculum so that, in all subjects, teachers know precisely what key subject-specific knowledge and vocabulary pupils need over time. Leaders should ensure that monitoring and evaluation of all areas of the school’s work are consistently rigorous and precise so that leaders' actions are sharply focused on what needs to improve.

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Team inspectors:

Alexandra Jane Burton, Ofsted Inspector Matthew Rooney, Ofsted Inspector Caroline Barton, Ofsted 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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About this inspection

This school is part of The East Midlands Education Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Paul Smith, and overseen by a board of trustees, chaired by Ann Witheford.

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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 (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMI.

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About this inspection

Inspectors spoke with school leaders, staff and pupils. They also spoke with representatives of the trust, including the CEO, and those responsible for governance, during the inspection. Information was gathered from parents.

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About this inspection

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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About this inspection

The school currently makes use of 8 alternative provisions, including 7 that are unregistered.

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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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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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national average

2024/25 (final) 53.5% 45.4% Close to average

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national average

2023/24 (final) 51.6% 45.9% Close to average

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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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national average

2024/25 (final) 48.2 46.1 Close to average

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national average

2023/24 (final) 48.5 45.9 Close to average

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national average

2022/23 (final) 49.9 46.3 Close to average

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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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national average

2024/25 (final) 32.6% 25.8% Close to average

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national average

2022/23 (final) 32.6% 25.2% Close to average

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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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national average

2024/25 (final) 37.5 34.9 Close to average

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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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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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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

2023/24 (3 term) 9.9% 8.9% Close to average

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national average

2022/23 (3 term) 8.8% 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

2024/25 (3 term) 26.7% 23.4% Close to average

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national average

2023/24 (3 term) 24.3% 25.6% Close to average

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national average

2022/23 (3 term) 27.2% 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.

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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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