Phoenix Academy

Inspection of a school judged good for overall effectiveness before September 2024: Phoenix Academy Marshfoot Lane, Hailsham, East Sussex BN27 2PH

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Outcome

Evidence gathered during this ungraded (section 8) inspection suggests that aspects of the school’s work may not be as strong as at the time of the previous inspection. The school’s next inspection will be a graded inspection. The executive headteacher of this school is Alun Evans. This school is part of STEP Academy Trust, 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 Glover, and overseen by a board of trustees, chaired by Ross Gardner.

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What is it like to attend this school?

Phoenix school is a happy and harmonious place, where pupils feel valued, safe and cared for. Pupils form strong friendships and enjoy opportunities to work and play together. Relationships between staff and pupils are warm and nurturing. The school sets high expectations for pupils’ behaviour. Pupils rise to these and behave well in lessons and around school.

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What is it like to attend this school?

The school is also ambitious about pupils’ achievement. However, this ambition is not realised for its pupils, including those with special educational needs and/or disabilities (SEND). While the school is now taking swift and effective action, some pupils are not supported well enough to learn and remember the most important knowledge. As a result, too many pupils have gaps in their learning.

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What is it like to attend this school?

Pupils benefit from the school’s strong provision of wider opportunities. They make a meaningful contribution to school life. For example, the ‘Pupil Parliament’ provides pupils with a voice so that they can influence school initiatives such as the development of the library. Pupils learn a deep sense of responsibility through useful leadership roles, such as play leaders. The school provides a range of clubs that develop pupils’ wider interests in dance, music, and sports effectively. 5 February 2025

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What does the school do well and what does it need to do better?

The school’s curriculum is broad and ambitious for all pupils. It clearly identifies what pupils should learn and in what order from Reception to Year 6. Leaders, including from the trust, have an accurate view of the school. Together, they have prioritised providing the training that teachers need to deliver the curriculum well. However, strategies to check on how well pupils are learning are not achieving the desired impact, allowing gaps in learning to persist. As a result, some pupils do not achieve well enough.

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What does the school do well and what does it need to do better?

The school’s work to improve mathematics and writing has had varying impact. The school is improving younger pupils’ fluency in mathematics. This is evident in the improved outcomes in the multiplication tables check. However, pupils are not provided with sufficient opportunities to solve problems and develop their mathematical knowledge securely. Systems to support pupils’ writing are not securely embedded. Many older pupils have not learned secure letter formation, grammar and punctuation, which they need to write confidently. They make the same mistakes over time. For some pupils, this hinders their written communication across a range of subjects.

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What does the school do well and what does it need to do better?

The school has rightly prioritised early reading, and this work has had impact. Well- trained staff help pupils learn to read with accuracy. Pupils read books that are well matched to the sounds they know. Those pupils who do not read with enough confidence and fluency get plenty of timely support. A useful focus on learning important words and phrases ensures pupils understand and enjoy reading increasingly complex texts. Across the curriculum, pupils access a rich and diverse set of books which instils a love of reading.

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What does the school do well and what does it need to do better?

The quality of the school’s work to identify and meet the needs of pupils with SEND is varied. Staff apply effective strategies for pupils with more complex SEND. This helps to ensure these pupils are well supported with timely interventions. However, teaching is not adapted well enough to meet the needs of pupils who find reading and writing tricky. As a result, some tasks are too difficult, and so some pupils with SEND are not supported sufficiently well to learn the curriculum.

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What does the school do well and what does it need to do better?

School routines, established from the early years, are embedded. Staff provide effective support for pupils who struggle to manage their emotions for themselves. The school has taken determined action to improve pupils’ attendance. It works with families to understand and resolve barriers to pupils coming to school increasingly effectively. As a result, pupils’ attendance is improving.

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What does the school do well and what does it need to do better?

The school provides for pupils’ wider development very well. Pupils’ learning is enriched significantly by the range of visitors with links to the curriculum. The school helps pupils learn how to look after their own mental and physical health in detail and how to keep themselves safe, including online. Themes of equality and diversity are embedded deeply and embodied by ‘anti-racism ambassadors’. Pupils recognise that their differences make them unique and champion equality diligently. The school teaches pupils to respect that others may have different views and opinions to their own. Pupils are provided with 5 February 2025

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meaningful opportunities to debate ideas and learn to appropriately challenge opposing views.

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Trustees understand and perform their duties well. They hold the school to account intelligently, through appropriate challenge and support. Leaders carefully consider staff workload and well-being when introducing new initiatives. As a result, staff rightly recognise that they are valued.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Over time, some older pupils have experienced inconsistencies in the teaching of reading and writing. As a result, some pupils are not well enough prepared for the next stage of their education. The school must ensure that its recent work in developing these areas supports all pupils in achieving higher outcomes.  Learning activities are sometimes not adapted well enough for some pupils with SEND to work independently or without significant adult support. Sometimes, pupils struggle to complete tasks because they do not have the necessary knowledge and skills. The school should ensure that teaching is adapted effectively so that all pupils can achieve well.  At times, there is variation in how effectively pupils’ learning is checked. As a result, mistakes may go unnoticed, or pupils may not receive the support needed to progress and to deepen their understanding. The school should ensure that staff have the

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(Information for the school and appropriate authority)

expertise to assess learning accurately, address misconceptions, and help pupils build on their knowledge.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024 graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a 5 February 2025

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school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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This is the first ungraded inspection since we judged the school to be good for overall effectiveness in October 2019.

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How can I feed back my views?

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). 5 February 2025

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School details

Dates of previous inspection 2 and 3 October 2019, under section 5 of the Education Act 2005

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Information about this school

 The school site currently hosts Burfield Academy. Children in Reception and Year 1 are taught in classes alongside Burfield Academy pupils. The school currently has no Year 3 pupils.  The before- and after-school provision is managed by the school.  The school does not currently make use of alternative provision.

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Information about this inspection

 Inspections are a point-in-time evaluation 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. 5 February 2025

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 Inspectors met with the headteacher and other senior leaders. They also met with members of the governing body and representatives of the trust.  Inspectors visited a sample of lessons, spoke with pupils about their learning and looked at samples of pupils’ work.  Inspectors met with a range of pupils to discuss their views about the school and talked to them informally during social times.  Inspectors met some parents to gain their views of the school. They reviewed the responses to Ofsted’s online survey, Ofsted Parent View. They also took account of staff responses to Ofsted’s online questionnaire.  To evaluate the effectiveness of safeguarding, the inspectors: 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.

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Inspection team

Laura James, lead inspector His Majesty’s Inspector

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Inspection team

Mark Cole Ofsted Inspector 5 February 2025

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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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