Glade Academy

Glade Academy

Address: Knappers Way, Brandon, Suffolk, IP27 0DA Unique reference number (URN): 145476

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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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Attendance and behaviour Strong standard

Leaders and staff welcome pupils in a warm and friendly way at the start of the school day. This sets the tone for a positive day and reinforces the school’s positive atmosphere.

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Attendance and behaviour Strong standard

Leaders have worked on ‘making school too good to miss’. This helps pupils and their families understand the importance of regular attendance. Leaders monitor the attendance of pupils closely. They understand the barriers that prevent some pupils from attending school regularly. This allows leaders to identify early signs of increasing absence. Leaders work collaboratively with families to improve pupils’ attendance. Pupils also contribute to this process through the school’s embedded ‘wishes and feelings’ work.

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Attendance and behaviour Strong standard

Leaders have created a culture of high expectations for pupils and their behaviour. Consequently, pupils understand staff's expectations and how they should treat others. They are able to articulate why it is important to model the school’s core values. Pupils show self- discipline and dedication towards their learning. Older pupils act as role models in the younger years by helping them at breaktimes and lunchtimes. This creates a positive atmosphere for learning in which pupils feel comfortable asking each other for support.

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Early years Strong standard

Children settle into life in the early years quickly. Leaders have carefully considered the curriculum so that it prepares children well for the next stage in their learning. It has been developed to allow children to gain core knowledge in reading, writing and mathematics. Leaders and staff in the early years make strategic decisions about the placement and timing of activities. This helps children become familiar with activities. Leaders have redeveloped the curriculum for phonics. Consequently, children are more confident in applying their phonics knowledge to their learning. Meaningful interactions help to develop children’s spoken language and refine their vocabulary.

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Early years Strong standard

Children learn routines that set stable foundations for their journey at school. They know the routines and are introduced to the school’s core values. Children enjoy playing on the slide or pretending to go to work. Skilled practitioners use these activities to reinforce children's learning.

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Early years Strong standard

Staff in the early years provide effective support for children joining the school and preparing to move into key stage 1. Leaders oversee this process so that children with special educational needs and/or disabilities and those from disadvantaged backgrounds receive appropriate support.

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Inclusion Strong standard

Leaders have fostered a caring culture of inclusion at Glade Academy. They have achieved this through their detailed knowledge of the school’s pupils. This equips staff to support pupils in overcoming barriers to their learning. Leaders have developed systems that allow pupils to express their wishes and feelings. Consequently, pupils feel consulted and are equipped to become resilient and independent learners.

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Inclusion Strong standard

Leaders support staff to adapt lessons precisely through the use of pupil passports and individual support plans. Through regular review meetings, leaders monitor and evaluate the individual support provided to pupils. This allows leaders to track pupils’ progress and systematically adjust their approach. The school works well with external agencies to support pupils and their families where necessary.

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Inclusion Strong standard

Leaders’ effective use of pupil premium funding helps pupils from disadvantaged and other vulnerable backgrounds receive targeted support. They receive bespoke support and guidance. As a result, they participate fully in all opportunities offered by the school.

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Inclusion Strong standard

Leaders have developed a comprehensive programme of training and professional development. Consequently, staff adapt their practice and intervene precisely to support pupils. This helps staff provide effective support so that pupils from disadvantaged backgrounds achieve well.

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Leadership and governance Strong standard

Leaders are clear about the school’s role in the local community. They have created a cohesive, inclusive and supportive environment. Leaders have established effective systems to maintain oversight of the school’s strengths and areas for development. They also understand the needs of the community the school serves. This allows them to be responsive to its emerging needs and tailor their approaches accordingly. The trust and those responsible for governance systematically review leaders’ decisions. This approach means that the school is outward-looking. Decisions are professionally challenged in the best interests of its pupils and community.

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Leadership and governance Strong standard

The trust and those responsible for governance remain close to the work of the school and its community. Consequently, they have local knowledge and can use this when implementing change.

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Leadership and governance Strong standard

Leaders are committed to developing staff through a robust learning programme. Staff also participate in opportunities led by the trust. This promotes cohesive working and the sharing of good practice. This approach means that pupils benefit from well-trained and reflective staff.

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Leadership and governance Strong standard

Staff feel well supported in their work and are supportive of leaders and their aims. They feel valued in a culture of mutual respect and professional development.

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Personal development and wellbeing Strong standard

Pupils benefit from a bespoke personal development and wellbeing programme. This programme is created alongside pupils to ensure that it is engaging and relevant. It enables pupils to become active citizens in the local community. Leaders have carefully considered their approach so that it meets the needs of the school and community. It is driven by the school’s core values of respect, resilience and teamwork. Through it, pupils learn about tolerance and the importance of being a good citizen. As a result, pupils can speak

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Expected standard

confidently about fundamental British values, life in modern Britain and the importance of acceptance. They demonstrate an understanding of different faiths and respect for diversity.

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Expected standard

Leaders have worked closely with the local community to foster links with local churches, residents and care homes. Pupils talk positively about these links and the impact they have on them and their locality. They are actively engaged through fundraisers and the school council.

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Expected standard

The school offers a variety of pupil leadership opportunities and clubs. These include leadership roles on the school council and as library monitors, alongside a range of sporting activities. As a result, pupils are actively engaged in shaping their school community. They understand the importance of everybody’s voice being heard and of voting democratically. This results in a clear sense of cohesion, belonging and purpose.

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Expected standard

Pastoral support is regularly monitored to ensure that it is having a positive impact on pupils and their wellbeing. As a result of the personal development and wellbeing curriculum, pupils have a clear understanding of healthy eating, relationships and online safety. This helps pupils develop independence and prepares them for the next stage of their education.

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Expected standard

Additional opportunities allow pupils to experience life beyond the classroom. These opportunities include exploring nature, attending careers presentations and residential trips. Leaders monitor participation in these opportunities to ensure that all pupils benefit from them.

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Achievement Expected standard

Leaders are reflective about the impact that their work is having. They have prioritised the improvement of the phonics provision. Consequently, pupils' phonics outcomes have improved. Pupils use this skill across the curriculum to read more complex texts with confidence.

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Achievement Expected standard

Pupils progress through the curriculum well. This is evident in the quality of the written work that they produce.

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Achievement Expected standard

Disadvantaged pupils make effective progress from their starting points. However, leaders recognise that this is not yet the case for every pupil. They continue to strengthen the support provided and regularly check how well additional help is working. This helps leaders provide support that has a positive impact on pupils’ learning and achievement.

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Achievement Expected standard

Leaders use assessment effectively to monitor how well pupils have understood key aspects of their learning. This allows leaders to plan next steps based on pupils’ emerging needs.

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Curriculum and teaching Expected standard

Leaders have designed an ambitious, broad and balanced curriculum. It is carefully matched to the needs of the school's pupils. This has a positive impact on pupils’ progress through the curriculum. Teachers use their secure subject knowledge to model new concepts clearly. They ensure that pupils regularly recall and consolidate their learning. Interactive subject vocabulary displays in classrooms further support this. This helps pupils revisit and consolidate core knowledge. Teachers also use a blend of techniques, including partner talk and writing frames, to engage pupils actively in their learning.

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Curriculum and teaching Expected standard

Leaders carefully consider pupils with special educational needs and/or disabilities and those from vulnerable backgrounds when designing the curriculum. These pupils make effective progress from their starting points. Pupils speak positively about the curriculum and what they learn. This helps pupils engage in meaningful discussions about their learning.

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Curriculum and teaching Expected standard

Leaders have refined the school's phonics programme and regularly check that it is effective. Staff deliver it well. Pupils who need additional help with reading receive targeted support.

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

Leaders know their pupils well. Pupils talk confidently about how staff help them to flourish and develop as individuals. They benefit from a warm and welcoming environment. There is a culture of high expectations. Pupils’ sense of belonging to the school community means that they interact in a supportive and kind manner. Leaders support pupils in a collaborative and consistent way. Consequently, pupils feel welcome and valued at school. Pupils benefit from well-structured outdoor areas. These include an outside book shed and multi-use games area. They enjoy these facilities while interacting with and supporting each other at breaktimes and lunchtimes.

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

The school’s core values of respect, resilience and teamwork underpin leaders’ decisions and actions. Pupils can articulate what these mean and why they are important. Together with familiar routines, these values help pupils develop confidence and independence. As a result, they are well prepared for the next stage in their education.

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

Pupils benefit from a well-planned programme of personal development and wellbeing. Through it, pupils become active, caring and respectful citizens in the local community and beyond. This fosters a sense of pride and belonging among pupils and their families, contributing to a happy and friendly atmosphere. Pupils are well prepared for life in modern Britain through a wide range of clubs and leadership opportunities. They also enjoy visits to local country parks, churches and lakes.

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

Pupils produce high-quality work as they progress through the well-considered and ambitious curriculum. It equips pupils, including those with special educational needs and/or disabilities and those from disadvantaged backgrounds, to develop core knowledge effectively. They are well informed about their next steps and how to achieve them.

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Team inspectors:

Sarah Merritt, Ofsted Inspector Michael Roughsedge, 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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Next steps

Pupils produce high-quality work. However, this is not yet reflected in national tests and assessments at the end of key stage 2. Leaders should continue to focus on improving outcomes in this area.

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About this inspection

This school is part of the Eastern Multi Academy Trust (EMAT), which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Paul Shanks, and overseen by a board of trustees, chaired by Graham Pearson. The chair of the local governing board is Maureen Eade.

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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, chief executive officer (CEO), director of education, trustees and other school leaders during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

At the time of the inspection, the school had 164 pupils on roll.

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About this inspection

The school does not use any alternative provision.

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About this inspection

Headteacher: Tracey McCarthy The inspector(s) used this data during the full inspection on 15 September 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.

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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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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2024/25 (final) 58% 62% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2024/25 (final) 67% 72% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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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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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2024/25 (final) 50% 47% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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national average

2024/25 (final) 67% 63% Close to average

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national average

2023/24 (final) 60% 62% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2024/25 (final) 67% 59% Close to average

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average

2023/24 (final) 67% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2024/25 (final) 67% 61% Close to average

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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) 5.8% 5.2% Close to average

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national average

2023/24 (3 term) 5.3% 5.5% Close to average

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national average

2022/23 (3 term) 6.2% 5.9% 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) 12.6% 13.0% Close to average

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national average

2023/24 (3 term) 15.5% 14.6% Close to average

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national average

2022/23 (3 term) 17.5% 16.2% 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. 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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