Budmouth Academy Weymouth

Inspection of Budmouth Academy Weymouth Chickerell Road, Weymouth, Dorset DT4 9SY

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Good Personal development Good Leadership and management Requires improvement Sixth-form provision Good

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Overall effectiveness Requires improvement

Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

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Overall effectiveness Requires improvement

The principal of this school is Michael Hoffman. This school is part of Aspirations Academies Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Stephen Kenning, and overseen by a board of trustees, chaired by James Pomeroy. 19 and 20 March 2024

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What is it like to attend this school?

Budmouth Academy’s extra-curricular offer is a strength of the school. The majority of pupils take part in the wide range of clubs and activities, including the Combined Cadet Force and the Duke of Edinburgh’s Award. Many pupils take on leadership roles, for example as anti-bullying ambassadors or academy council representatives. This extends to the sixth form, where there is a strong focus on community service.

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What is it like to attend this school?

The school’s published examination results are below national averages in many areas. The expectations of what pupils should know and be able to do are not consistent. Pupils do not learn consistently well across the curriculum. The school is ambitious for all its pupils, but this ambition does not yet translate into pupils’ achievements. Provision in the sixth form is stronger.

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What is it like to attend this school?

The school has high expectations of pupils’ conduct and the majority of pupils meet these. The school is calm and orderly. High-quality pastoral care means pupils feel safe and well cared for. They have strong relationships with staff. There is a balance between nurture and the effective use of sanctions, which means pupils know what is expected of them and know that a range of trusted adults are available to support them.

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better?

The curriculum is not planned well in some areas. In these subjects, the school has not identified the most important knowledge that all pupils need to know. In some subjects, the activities pupils complete do not ensure that pupils learn effectively. For example, pupils may write definitions of words or concepts, but they are unable to recall them or apply them to new learning.

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better?

Teaching in some subjects does not always check that all pupils have understood material before new content is taught. As a result, many pupils do not remember what they have learned and they do not connect new knowledge to what has come before. Pupils’ work does not reflect what the school has intended pupils should learn. This is particularly the case for pupils with special educational needs and/or disabilities (SEND). Many pupils do not take pride in their work.

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better?

The school is ambitious for pupils to study the full suite of subjects in the English Baccalaureate. However, the curriculum is not strong enough in its design or delivery to ensure success in all these subjects. While the curriculum has developed over the last few years, some subjects are more developed than others. As a result, the school’s published outcomes are weak.

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better?

This is not the case for students in the sixth form. In the sixth form, students value the range of courses available and most students learn effectively. Teachers are skilful in providing appropriate work that is demanding for students, and in providing additional support when needed. 19 and 20 March 2024

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There is a sharp focus on pupils who are at the early stages of reading. Struggling readers are supported to catch up. The school’s work to create a love of reading is less developed. However, many sixth form students support younger pupils with reading. They are proud to make a contribution to the school community.

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Pupils with SEND are accurately identified and there is strong personalised support in place when needed. Pupils in the specially resourced provision for pupils with SEND (specially resourced provision) access a large proportion of mainstream lessons because they are well supported by staff. Support for other pupils with SEND in lessons is more variable. The work they are given is not always matched to their needs.

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Pupils behave well. Disruption to learning is rare, and, when it does occur, there are clear and well-understood processes in place. The school works tenaciously to ensure pupils attend well. There is a range of support available for pupils who struggle with their mental health and well-being. This level of care extends to the sixth form, where a new pastoral hub is valued by students.

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The school has prioritised character development, which is effective in some areas. Pupils describe their school as respectful and tolerant. They understand how to keep themselves safe and healthy. However, pupils’ understanding of fundamental British values and other cultures in variable.

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The school provides a range of opportunities for all pupils to experience the world of work. This is a particular strength in the sixth form, where students complete an ‘aspirations employability diploma’ as part of their programme of study. Students develop an understanding of a range of careers, working closely with employers, preparing them well for their next steps.

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The trust has supported the school to make necessary improvements. This work, by the trust and school leaders, is ongoing, particularly in relation to curriculum development and ensuring all staff have the support they need so that pupils learn consistently well.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In a few subjects, leaders have not considered with sufficient precision what pupils need to learn and in what order. This sometimes leads to inconsistencies in how well the curriculum is delivered. As a result, pupils are learning less effectively in these subjects and teachers do not always know what to assess. The 19 and 20 March 2024

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trust should ensure that the curriculum is designed and sequenced effectively in all subjects.  The work and activities that pupils are allocated do not always enable them to acquire new knowledge or build on what they have learned before. As a result, pupils’ recall is not secure and gaps in their knowledge persist. This is reflected in published outcomes and pupils’ recall about their learning. The trust must ensure that work and learning activities focus on developing pupils’ knowledge, so that pupils know and remember more, and achieve more highly.  The checks on pupils’ learning are not used effectively by some teachers to identify gaps in pupils’ knowledge. This hinders teachers’ ability to address pupils’ misconceptions or pick up on any missed learning. This affects pupils with SEND disproportionately. The trust should support teachers to use appropriate assessment strategies which enable pupils to achieve well across the curriculum.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 19 and 20 March 2024

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provision

Number of pupils on the school roll 1,506

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sixth form

Date of previous inspection Not previously inspected

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Information about this school

 Budmouth Academy converted to become an academy in September 2019. When its predecessor school, Budmouth College, was last inspected by Ofsted, it was judged to be inadequate.  Since the school joined Aspirations Academy Trust, in September 2019, it has undergone significant change.  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.  The school uses three registered alternative provisions.  The school has a specially resourced provision for 12 pupils with autism. 19 and 20 March 2024

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 Each year, the academy admits up to 30 pupils, based on their attainment in tests.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.  Inspections are a point-in-time judgement about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors carried out deep dives in these subjects: English, mathematics, science, geography, physical education and modern foreign languages. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors analysed 151 responses to Ofsted’s online survey, Ofsted Parent View.  Inspectors also considered the responses of staff to Ofsted’s online survey.

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Information about this inspection

 Inspectors spoke with groups of pupils during lessons and social times.  To evaluate the effectiveness of safeguarding, the lead inspector: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  An inspector met with the special educational needs and disabilities coordinator and discussed how pupils with SEND are identified and supported.  Inspectors met with staff who oversee the personal development and behaviour of pupils.  The lead inspector met with school and trust leaders, including the National Director of Education and Standards, the regional chief executive and members of the board of trustees.

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Inspection team

Victoria Griffin, lead inspector His Majesty’s Inspector

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Inspection team

Sara Berry His Majesty’s Inspector 19 and 20 March 2024

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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