Kearsley Academy

Kearsley Academy

Address: Springfield Road, Kearsley, Bolton, Lancashire, BL4 8HY Unique reference number (URN): 136135

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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 Exceptional

Leaders have created a culture of teaching and learning excellence. The curriculum is very well planned and sequenced, with effective resources that are designed skilfully to guide pupils' learning. This extremely thorough and consistent approach means that, in each subject, pupils know exactly how their knowledge connects and their understanding builds.

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Curriculum and teaching Exceptional

Teachers design learning in small, manageable chunks that are reviewed relentlessly through highly focused checks of pupils' learning. Any gaps in learning or foundational skills are identified promptly and addressed immediately. Reading is at the heart of the curriculum and all teachers use the same methods to support weaker readers and to extend pupils' vocabulary.

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Curriculum and teaching Exceptional

Teachers are incredibly knowledgeable and skilled. Their proactive and engaging approach ensures that there is no room for disengagement. Pupils’ participation in learning is non- negotiable, both verbally and in writing. They give their views readily and work collaboratively. Teachers’ use of adaptive teaching methods is particularly impressive. They change their approach whenever necessary to match pupils' needs, including for pupils with special educational needs and/or disabilities.

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Curriculum and teaching Exceptional

The curriculum and its delivery are evolving constantly. As a result, pupils learn in an environment of high expectations and exceptional practice. They produce high-quality work that reflects the depth of their learning, including disadvantaged pupils. Pupils know exactly what they need to do to improve.

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Achievement Strong standard

Pupils achieve very well at this school. These outcomes reflect the strength of the curriculum and teaching, particularly for the most vulnerable groups.

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Achievement Strong standard

Leaders identify gaps in pupils' essential knowledge early. As a result, pupils improve their reading, handwriting and numeracy skills swiftly. Work to support weaker readers is particularly impactful, as is evident in the success pupils achieve in national tests and examinations, including English.

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Achievement Strong standard

Pupils with special educational needs and/or disabilities make positive progress from their starting points, thanks to the design of the curriculum and the additional support they receive. These pupils produce work that is of a high quality. They develop a detailed understanding of each subject and can articulate their learning well. In national tests, all pupils, including disadvantaged pupils, typically achieve above the national averages. This puts pupils in a very positive position when making their post-16 choices about education or training.

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Attendance and behaviour Strong standard

Leaders are relentless in their pursuit of improving attendance. Clear systems to monitor and track pupils' absence allow leaders to work carefully with families to find ways to reduce pupils' absence. This work is particularly effective for disadvantaged pupils and pupils with special educational needs and/or disabilities, who have both had low attendance previously. The school's positive praise culture ensures that pupils receive a warm welcome so they feel like they belong. As a result, pupils commonly enjoy school and want to attend. Attendance compares well to national average figures and is improving.

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Attendance and behaviour Strong standard

Leaders have created a culture where pupils behave maturely and responsibly. Pupils are proud of their school and wear their uniform with pride. They build close friendships and value the rewards culture that leaders have created. Pupils work hard in lessons and are keen to live up to the expectations that staff have for them. Pupils are confident that any issues relating to bullying or unkind behaviours will be resolved quickly. Incidents like these do not happen very often. If pupils require extra support to help them regulate their behaviour, staff make sure that this happens and is successful. Pupils know how to keep themselves safe both on and offline.

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Inclusion Strong standard

From the moment pupils arrive at the school, they experience the school's culture of inclusion and belonging. Leaders have devised secure and robust systems to assess and identify the needs of pupils. Leaders take care to ensure that plans to overcome barriers meet pupils' needs and are reviewed often to check on their impact. Leaders prioritise the needs of disadvantaged pupils appropriately. They use pupil premium funding effectively to provide additional support and to ensure that these pupils have equal access to trips and events.

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Inclusion Strong standard

Leaders act with care when devising plans to support pupils with special educational needs and/or disabilities (SEND). They analyse information and evidence carefully to plan appropriate support. Training for staff to support these pupils is effective. Teachers and teaching assistants find the appropriate balance of monitoring and support to know when to intervene if a pupil with SEND is struggling with an idea or concept.

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Inclusion Strong standard

Leaders have clear systems to connect different information so that they can identify when a pupil may need extra help. Leaders meet regularly to coordinate resources and to communicate any changes to arrangements to staff. Staff feel well supported to make a positive difference to vulnerable pupils. Leaders use alternative provision thoughtfully, when it is in pupils' best interests.

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Leadership and governance Strong standard

Leaders know the strengths of the school. They focus closely on the key priorities needed for continued improvement. Leaders work in the best interests of the pupils and the wider community. They have embedded a learning culture that demands the best from pupils and staff alike.

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Leadership and governance Strong standard

Leaders make sure staff benefit from appropriate and effective professional learning. Staff enjoy opportunities to develop their subject knowledge and their teaching skills. Leaders use time effectively in briefings and meetings to share effective practice and guidance. They make sure that staff have precise, up-to-date knowledge about the pupils they teach. Staff feel part of a large team focused on the same goals as leaders. As a result, staff morale is high. They are very proud to work at Kearsley Academy.

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Leadership and governance Strong standard

Trustees, governors and leaders take their responsibility for staff workload and wellbeing very seriously, and staff appreciate this support. Trustees and governors offer robust challenge and support and share leaders' significant determination to improve the school further.

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Leadership and governance Strong standard

Leaders work collaboratively with the local community. Work with other agencies is professional and impactful.

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Personal development and wellbeing Strong standard

Personal development of pupils sits at the heart of the school. Leaders have created an environment that encourages pupils to develop confidence, resilience and independence. For example, teachers expect high levels of participation in lessons as pupils echo key words or repeat key knowledge. Pupils experience the 'LIFE' curriculum, which develops their understanding of relationships and sex education, tolerance and difference, and life in modern Britain. Pupils enjoy these lessons and engage very well with the wide range of different content. All pupils access this curriculum, including disadvantaged pupils, pupils with special educational needs and/or disabilities and other vulnerable groups.

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Personal development and wellbeing Strong standard

Pupils develop their understanding of social, moral, spiritual and cultural topics. Teachers encourage pupils to discuss ideas and share their views. Pupils learn about the economy, democracy and healthy lifestyles. The praise and reward culture allows pupils to learn about financial skills. They save the vouchers they receive to use as currency to purchase treats. This teaches pupils about the value of hard work.

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Personal development and wellbeing Strong standard

Pupils appreciate the support they receive from pastoral staff. Pupils know who they can go to for support and are confident that staff will respond effectively. Staff show skill in knowing when to intervene. This helps pupils from all backgrounds to feel secure, confident and able to focus on their learning.

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Personal development and wellbeing Strong standard

Leaders have implemented a full programme of extra-curricular activities, alongside a robust careers curriculum, to nurture pupils' interests. Pupils represent their school with pride, for example in the Gateshead Athletics games or the school’s 'I Aspire' programme. The school's comprehensive approach to personal development has led to a significant increase in the number of pupils who go on to high-quality next steps when they leave school.

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

This is a school where nothing happens by accident. Leaders and staff encourage pupils to build confidence and resilience and are quick to reward and praise pupils' work. As a result, pupils enjoy attending this school. They show commitment to their learning and work very hard in their lessons. Pupils are keen to offer answers to questions, discuss issues with each other and value the guidance and support given to them by their teachers. Pupils who are disadvantaged, those with special educational needs and/or disabilities and those with other vulnerabilities benefit from appropriate support to help them learn and progress. Pupils are well prepared to take the next steps in their learning. This is evident in their outcomes in national exams and in the quality of the choices they make for their futures.

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

Pupils involve themselves in all aspects of school life with enthusiasm. They value the support they receive from pastoral staff. Pupils appreciate the welcome they receive to school each morning, setting them up well for learning. They enjoy engaging with visiting speakers and taking part in assemblies. Pupils thrive in the school's culture of praise. They work hard to receive rewards for the positive contributions that they make during lessons and in school life more widely. They think carefully about how to exchange the vouchers they receive in recognition of their efforts.

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

Pupils feel safe in school. They have confidence that staff will respond swiftly to their needs and help if they have problems. Pupils behave impeccably in school. They are ambassadors for the high expectations that staff have of them. Pupils value the friendships they develop in school. Bullying is uncommon and not tolerated. Generally, pupils attend school well and those who have barriers improve their attendance over time.

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Next steps

Leaders should continue their work to improve the attendance of disadvantaged pupils and to reduce levels of persistent absence further for all groups of pupils. Leaders should continue to increase the range and quality of the enrichment opportunities that pupils can experience, contributing to pupils' preparation for their next steps.

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About this inspection

This school is part of Northern 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 (CEO), Jane Wilson, and overseen by a board of trustees, chaired by Mark Sanders OBE.

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Lead inspector:

Richard McGuire, His Majesty's Inspector

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Team inspectors:

Rochelle Conefrey, Ofsted Inspector Usman Kothia, His Majesty's Inspector Dawn Johnson, 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 7 July 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. Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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What does this mean?

The inspection took place on 7 and 8 July 2026.

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What does this mean?

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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What does this mean?

Inspectors spoke with the principal and other senior leaders during the inspection. Inspectors also spoke with the CEO and deputy CEO, the local authority virtual headteacher and the vice-chair of trustees.

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What does this mean?

Inspectors confirmed the following information about the school:

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What does this mean?

The school currently makes use of 3 alternative provisions, including 2 that are unregistered.

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What does this mean?

Principal: Ryan Baxter National average: 1,067

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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. National average: 13.4%

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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

2022/23 (final) 50.4% 45.3% 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

2022/23 (final) 48.1 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

2022/23 (final) 33.3% 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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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

2024/25 (3 term) 9.6% 8.4% Close to average

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national average

2023/24 (3 term) 9.1% 8.9% Close to average

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national average

2022/23 (3 term) 9.6% 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) 28.1% 25.6% Close to average

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national average

2022/23 (3 term) 30.3% 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

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