Grange Academy

Grange Academy is a special school where all pupils have an education, health and care plan, primarily for moderate learning needs, autism and communication and language needs. It is part of Bedford Inclusive Learning and Training Trust. At its June 2026 full inspection, safeguarding standards were met. The school performs strongly in attendance and behaviour, inclusion, leadership and governance, and personal development and wellbeing, which are all graded strong standard. Achievement and curriculum and teaching are at expected standard. Pupils are overwhelmingly proud of the school, attendance is consistently high, and behaviour is excellent. Inclusion is a major strength: leaders use EHC plan targets precisely, adapt classrooms and resources, and help pupils overcome barriers. Leadership is ambitious and effective, governance is robust, and personal development is rich through therapeutic support, the school farm, clubs, trips, careers work and work experience. Pupils develop confidence, independence and communication skills. However, academic achievement and curriculum and teaching are not yet as strong as other areas. Some work is not closely enough aligned or adapted to pupils' learning needs, so pupils capable of more are not always extended, and gaps are not filled quickly enough. There are sometimes inconsistencies in how precisely learning activities are adapted to maximise learning. The agreed next step is for staff to adapt learning activities more precisely and consistently so pupils achieve more highly.

Strengths

• Safeguarding standards are met, with an open and positive culture of safeguarding.
• Attendance is consistently high and persistent absence is low.
• Behaviour is excellent, with pupils polite, respectful and cooperative.
• Inclusion is a major strength, with bespoke support removing barriers to learning.
• Leaders turn EHC plan goals into meaningful, precise targets understood by pupils.
• Staff have detailed knowledge of pupils' needs and use specialist provision expertly.
• Leadership and governance are strong, with an ambitious vision and effective challenge.
• Trustees and governors act as effective critical friends and know their statutory duties.
• Staff wellbeing and workload are considered well, with strong professional development.
• Personal development and wellbeing are promoted strongly through therapeutic and wider opportunities.
• The school farm, clubs, trips, counselling and outdoor learning build confidence, resilience and independence.
• Careers advice and work experience are highly tailored to pupils' aspirations.
• Pupils are overwhelmingly proud of the school and feel safe and secure.
• Pupils develop confidence, independence and communication skills from low starting points.
• The curriculum has been overhauled and builds knowledge logically with clear pathways.
• Pupils have high participation in wider opportunities, including pupils eligible for pupil premium funding.
• Relationships and sex education helps pupils stay safe and form healthy relationships.
• Older pupils take on meaningful roles such as mentoring and community involvement.

Areas for Improvement

• Achievement is at expected standard rather than strong, with some pupils not achieving as highly as they could.
• Curriculum and teaching are at expected standard rather than strong.
• Work set for pupils is sometimes not closely aligned or adapted to their learning needs.
• Some pupils capable of more are not having their knowledge extended further.
• Gaps in pupils' knowledge are not always filled quickly enough.
• Learning activities are sometimes not precisely adapted to maximise learning opportunities.
• Leaders need to ensure staff adapt learning activities more precisely and consistently.

In 2024–25 pupils at Grange Academy attended 94.4% of sessions (the national figure for special schools was 87.2%). 15.6% of pupils were persistently absent, missing at least one session in ten (nationally 35.3%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 3.9% of pupils at Grange Academy were suspended at least once (nationally 5.1%). 2 pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Grange Academy had 10.1 pupils for each teacher (the national figure for special schools was 6.6). Of its teachers in 2024–25, 16.7% were no longer at the school a year later (nationally 14.5%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26 Grange Academy had 161 pupils, 100.0% of them with an education, health and care (EHC) plan (nationally 99.5%).

It says it provides for: moderate learning difficulty; autistic spectrum disorder; other difficulty or disability.

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded special school schools. Counts are as published, with small numbers not hidden.

In 2024–25 Grange Academy received £24,584 and spent £24,159 for each of its 152 pupils. It ended the year with reserves of £432,000 (£2,841 per pupil).

Across all 2 schools of Bedford Inclusive Learning and Training Trust, income was £28,502 and spending £27,953 per pupil.

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24). Academy figures include a share of the trust's central services, shared out by pupil numbers, and are rounded to the nearest £1,000. Premises costs were defined differently from 2024, so compare them across that gap with care.

• Primary Schools
• Secondary Schools

All schools in Bedford · Bedford local authority: places and applications

Grange Academy is part of Bedford Inclusive Learning and Training Trust, which runs 3 schools. The nearest others:

• Rivertree Free School Bedford
• St John's School Bedford

What is Grange Academy's Ofsted rating?

The latest Ofsted rating for Grange Academy is Expected standard, from an inspection in September 2026.

When was Grange Academy last inspected by Ofsted?

Grange Academy was last inspected in September 2026.

How many pupils does Grange Academy have?

Grange Academy has 161 pupils on roll.

What age range does Grange Academy cover?

Grange Academy for pupils aged 5 to 18.

What are Grange Academy's SATs (KS2) results?

In 2025, 0% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Grange Academy?

Grange Academy is at Halsey Road, Kempston, Bedford, Bedfordshire, MK42 8AU.