a school not in a category of concern of Sir Martin Frobisher Academy

Store Street Manchester M1 2WD T 0300 123 1231 www.gov.uk/ofsted

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Mr Simon Wood Executive Headteacher Sir Martin Frobisher Academy Frobisher Drive Jaywick Clacton-on-Sea Essex CO15 2QH

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Frobisher Academy

This letter sets out the findings from the monitoring inspection that took place on 9 January 2024, on behalf of His Majesty’s Chief Inspector of Education, Children’s Services and Skills. The monitoring inspection was carried out under section 8(2) of the Education Act 2005 and took place because the school meets the monitoring threshold as set out in the Monitoring Inspection Handbook .

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Frobisher Academy

The purpose of a monitoring inspection is not to grade the school’s key and (where applicable) provision judgements, but to identify and report on the school’s progress. It is to highlight to the school and parents any improvements that school leaders have made since the school’s previous graded inspection.

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Frobisher Academy

During the inspection, I discussed with you, the deputy director of education, the chair of the local governing committee and a member of the board of trustees the actions that have been taken to improve the school since the most recent graded inspection. We discussed the ongoing impact of the COVID-19 pandemic. I also visited lessons, spoke with pupils, met with staff, spoke with parents and reviewed the documentation relating to the school’s improvement plan. I have considered all this in coming to my judgement.

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Leaders have made progress to improve the school, but some aspects of the

school need further improvement. The school should take further action to:

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Leaders have made progress to improve the school, but some aspects of the

 Understand the barriers that prevent some pupils from attending the school every day and continue to put in place strategies to reduce the high rate of persistent absenteeism.

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Main findings

Since the last inspection, you have taken significant and effective steps to address the key areas for improvement. The school has implemented a new curriculum in a range of subjects. This provides teachers with clear guidance on lesson design, sequencing and expectations. It includes a new emphasis on vocabulary. Staff appreciate the curriculum resources and the latest opportunities for their continued professional development. The new curriculum and its recent implementation have improved pupils’ engagement in lessons and their ability to retain important knowledge. You are continuing to work on the implementation of the use of assessment in subjects such as history and geography. This work is at an early stage.

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Main findings

The school’s focus on reading remains a priority. Staff demonstrate a rigorous commitment to the school’s early reading programme. You ensure that pupils who need to catch up quickly receive frequent and effective support. Pupils, including those with special educational needs and/or disabilities (SEND), benefit from a new, diverse and exciting array of literature. The positive impact of this work is reflected in the improved Year 1 phonics and key stage 2 outcomes, both of which, in 2024, were above the national averages.

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Main findings

Strong leadership in all areas of the school’s work underpin these recent improvements. You have fostered an improved culture of high expectations and inclusion. This is now evident in a calmer school environment, a reduced need for suspensions and respectful relationships between staff and pupils. Since the previous inspection, you have also consistently worked closely with parents and carers. For example, through providing extra opportunities for parents to meet with staff and school leaders. However, the school’s efforts to improve attendance through working closely with families have so far yielded small incremental gains. For a small number of pupils, persistent absence remains an area for further focus.

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Main findings

The trust and local governors are playing a key role in supporting the school’s progress. They are holding you and the other school leaders fully to account for the actions you take. They are providing valuable opportunities for collaboration and challenge, contributing to the refinement of the school’s action plan. This means that the school is now clear which actions have been undertaken, the impact of these actions and what is left to do. Your evaluation of the school’s current effectiveness and the progress the school is making is accurate. This enables you to make informed decisions that help to prioritise the education and care of all pupils. I am copying this letter to the chair of the board of trustees and the chief executive officer of the Reach2 Academy trust, the Department for Education’s regional director and the director of children’s services for Essex. This letter will be published on the Ofsted

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