Schools & FE · Report card

Penkridge Middle School

Inspected 7 Jul 2026 · published 15 Sept 2026 · URN 144206

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Summary

No overall grade in this frameworkSafeguarding met

Andrew Washbourne (lead), Elaine Haskins, Mark Grady, Melanie Callaghan-Lewis

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Strong standard
Curriculum and teaching verified
Expected standard
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Strong standard
Framework verified
Report card
Inspection datesingle source
7 Jul 2026
Inspectors verified
Andrew Washbourne, Elaine Haskins, Mark Grady, Melanie Callaghan-Lewis
Postcode verified
ST19 5BW
Name on report verified
Penkridge Middle School
Safeguarding verified
Met
URN verified
144206

Page 1 of 15

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourStrong
Curriculum and teachingExpected
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingStrong

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+74Very positivemore positive than 53% of reports of this type

In line with other reports of this type.

Praiseeffectivepositivehigh expectationsclearhighly effectiveconsistentlysupportivesuccessfully

Criticismgapsnot effectiveat riskconcernsnot consistentlyfalling behinderrors

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1397w+73
Leadership269w+82
Safeguarding51w−11
What needs to improve72w+50

Strengths

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Concerns

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Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Leadership & governance37
“Leaders have made astute decisions about pupils, who are at risk of falling behind.” p.3
Teaching & assessment12
“Pupils typically experience effective teaching.” p.5
Progress & outcomes11
“Leaders have created a personal development and wellbeing programme that is detailed, well planned and progressive.” p.2
Curriculum10
“Leaders have a clear understanding of the curriculum and assure themselves that it meets their high expectations.” p.3
Behaviour10
“Leaders have established a highly successful culture of regular attendance and positive behaviour.” p.2
Personal development9
“Leaders have created a personal development and wellbeing programme that is detailed, well planned and progressive.” p.2
Wellbeing & mental health7
“Leaders have created a personal development and wellbeing programme that is detailed, well planned and progressive.” p.2
SEND & inclusion6
“Pupils’ attendance is consistently above national averages and improving, including for pupils with special educational needs and/or disabilities and pupils who are disadvantaged.” p.2

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 15
Words of findings: 1,786; about usual (typical 1698)
Reading level: Hard; Flesch 43, typical 43
Average sentence: 15 words
Next steps: 5; typical 3
Hedged sentences: 3%; “some”, “not always”, “most”…

Where the words go

Findings 49%Leadership 9%Safeguarding 2%What needs to improve 3%About the inspection 38%

Full report text

Penkridge Middle School

Address: Marsh Lane, Penkridge, Stafford, Staffordshire, ST19 5BW Unique reference number (URN): 144206

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 Strong standard

Leaders have established a highly successful culture of regular attendance and positive behaviour. Leaders' relentless work to support pupils in attending school is highly effective. Pupils’ attendance is consistently above national averages and improving, including for pupils with special educational needs and/or disabilities and pupils who are disadvantaged. Attendance has a high profile in the school. Staff and families are supportive of leader’s actions to improve attendance further. Leaders are acutely aware of pupils and their wider context and the impact this can have on pupils attending school. Detailed analysis of attendance data informs bespoke and supportive interventions. These interventions develop a sense of belonging for pupils and means they want to come to school.

p.2

Attendance and behaviour Strong standard

Leaders’ high expectations for behaviour are evident throughout the school. The ‘PMS Way’ is a clear and shared vision for lifelong behaviours that staff consistently implement and pupils enact. Pupils are a delight to speak to. They are polite and welcoming to visitors and speak positively about school. In lessons, pupils show respect, listen carefully and avoid disruptions. They manage their own behaviour and apply themselves diligently to their learning. At social times, pupils interact positively and well with one another. Bullying is rare. If it does occur, it is dealt with quickly by staff. The very few pupils who do not meet leaders’ expectations receive interventions that allow them to self-regulate and reflect on their behaviour.

p.2

Personal development and wellbeing Strong standard

Leaders have created a personal development and wellbeing programme that is detailed, well planned and progressive. Leaders ensure that pupils' preparedness for life in modern Britain is as equally important as their academic experiences. Regular communication and the deliberate timing of personal, social, health and economic lessons supports pupils in demonstrating the impact. The programme is regularly reviewed to ensure it reflects the context of the school, the local area and is flexible to react to arising issues.

p.2

Personal development and wellbeing Strong standard

Pupils are articulate advocates of the personal development programme. They discuss topics relating to protected characteristics, fundamental British values, democracy, online safety, finance and relationship and sex education with confidence. Pupils know about diverse cultures and faiths from around the world. The impact of the personal development programme is clear in the way pupils interact with each other and the powerful sense of community that the school has.

p.2

Personal development and wellbeing Strong standard

All pupils benefit from a wealth of opportunities and experiences, including clubs and visits. Pupils’ talents and interests are nurtured through clubs, such as crochet, karate and dance. Pupils experience trips that range from the local fire station through to trips abroad. These opportunities are designed to support pupils' academic and emotional development. Participation in these opportunities is tracked to ensure that all pupils, including disadvantaged pupils and pupils with special educational needs and/or disabilities, fully benefit. Pupils relish the leadership opportunities that are available to them and pupil voice has a real impact on the school community.

p.2

Expected standard

Pupils benefit from a supportive and effective pastoral team that pupils are confident to speak to about any worries or concerns. Pupils are well supported with any wellbeing concerns, for example the transition to high school. Pupils’ preparation for their future education, employment and training is well considered and implemented. For example, local partnerships with employers gives pupils a real-life experience of the world of work.

p.3

Achievement Expected standard

Leaders use a variety of in-school and external assessment to track the progress and outcomes for pupils. This allows specific and tailored interventions to be monitored and tracked with clear impact on outcomes. Pupils are confident and fluent readers. Pupils generally build their knowledge and skills successfully across the curriculum. Work in books is typically of a high quality and highlights that pupils make progress through the curriculum. While most pupils can articulate their learning, there are examples of books, where key vocabulary is misspelt or misunderstood.

p.3

Achievement Expected standard

Although achievement in national tests is in line with national averages, leaders are aware that writing is a priority. This is being addressed through professional development and extended writing across subjects. In the best lessons, this is taught and modelled in a detailed fashion, with a clear, positive impact on pupil outcomes. Pupils who are disadvantaged do not achieve as well as they have historically. Nevertheless, leaders understand the barriers these pupils face and are working effectively to close gaps.

p.3

Curriculum and teaching Expected standard

Leaders have established a varied and balanced curriculum that enables pupils to build their knowledge and skills over time. Leaders have liaised with first and high schools to ensure that their curriculum is sequenced coherently on from what pupils know, to what pupils will need to know for their next steps. Leaders have a clear understanding of the curriculum and assure themselves that it meets their high expectations.

p.3

Curriculum and teaching Expected standard

Teachers have clear subject knowledge and employ a range of teaching strategies. They select activities that match pupils' needs, including those pupils with special educational needs and/or disabilities and those pupils who are disadvantaged. Teachers typically deliver the intended learning well. When this happens, teachers use directed questioning and strategies that support pupils in revisiting previous learning. These lessons allow pupils to respond and learning is deepened. However, in some lessons, adaptations are not effective in securing knowledge before pupils move on and gaps in knowledge are evident. Assessment is generally used well. Where most effective, assessment is used to identify, reinforce and secure pupils' understanding of key concepts and knowledge but this is not consistently embedded across lessons.

p.3

Curriculum and teaching Expected standard

Leaders have made astute decisions about pupils, who are at risk of falling behind. They have strengthened the provision for pupils’ numeracy and reading to ensure that they receive timely and effective support. Leaders are implementing focused support to embed writing, handwriting and spelling across the curriculum.

p.3

Inclusion Expected standard

Leaders are ambitious and aspire to ensure equitable access to school for all pupils. Leaders know pupils with barriers to learning and wellbeing well. Effective links and relationships with first schools means that pupils' needs are identified quickly and accurately through robust processes. This identification and support for vulnerable pupils continues throughout their time at the school. Leaders are outward looking and have secure partnerships with external agencies that benefit pupils with special educational needs and/or disabilities (SEND) and those pupils who are disadvantaged.

p.4

Inclusion Expected standard

Staff receive specific training regarding pupils with SEND and regular updates to ensure that their needs are met. Pupil passports provide staff with additional strategies that support learning as well as remove barriers to wellbeing. These include deliberate groupings, scaffolded questions, adapted written resources and emotional support. Continuous review and the involvement of pupils and families means that pupils' needs are typically well met. Staff working with pupils who have additional needs know them. They work well with specialist equipment and interventions to support pupils’ participation.

p.4

Inclusion Expected standard

The use of funding to support those pupils who are disadvantaged or known to social care is well thought out. There is an adaptive and equitable approach for these pupils that is complemented by clear communication with professionals and the virtual school.

p.4

Leadership and governance Expected standard

Leaders know their school well and are aspirational for the pupils. They are instrumental in bringing the school ethos of ‘a school community that is happy, healthy and safe’ to life. Leaders use a range of assurances to ensure that they know what the school's strengths and priorities for development are. Leaders are reflective and proactive in seeking ideas and making decisions in the best interests of pupils. They are realistic in implementing actions that bring about sustainable change. The culture of safeguarding, the comprehensive personal development programme and highly positive attendance and behaviour highlight the impact of leaders' actions. Leaders are focused upon embedding best practice across the school to support consistent teaching and outcomes.

p.4

Leadership and governance Expected standard

Governors and trustees have a shared vision for the school and know the school well. They have the experience and depth of knowledge to ensure that they support and challenge leaders robustly. Governors and trustees ensure that funding and resources are used in the best interests of pupils and meet their statutory requirements. They also have a secure understanding of leaders’ capacity to drive forward improvements in the school’s provision.

p.4

Leadership and governance Expected standard

Leaders use professional development to support staff and promote the sharing of best practice. Staff receive effective guidance on supporting all pupils with barriers to learning. Leaders collaborate successfully with other schools to share expertise and improve practice. Staff highlight that leaders are trusted and supportive. Leaders are purposeful; they consider staff workload and wellbeing when making decisions. Staff feel listened to and valued as a result. Leaders and staff are enthusiastic about the learning and wellbeing of the pupils in their care.

p.4