The Shoreline Academy

Inspection of The Shoreline Academy Fishleigh Road, Roundswell, Devon EX31 3UD

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The quality of education Good Behaviour and attitudes Good Personal development Outstanding Leadership and management Good Previous inspection grade Requires improvement

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The headteacher of this school is Russell Clarke. This school is part of Wave Multi- 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), Robert Gasson, and overseen by a board of trustees, chaired by Justin Day. 20 and 21 May 2025

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What is it like to attend this school?

Many pupils arrive at the school at different ages and stages of their education. In a very short time, pupils learn to re-engage with learning and flourish in this calm, nurturing school. Through the very strong relationships with staff, pupils rise to the school’s expectations regarding their conduct and learning. It is a highly inclusive school where pupils feel valued and cared for.

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What is it like to attend this school?

Pupils develop impressive knowledge of a breadth of sports through the outdoor education curriculum. For example, pupils learn to kayak with expertise. They also learn in depth about the town’s rural and maritime heritage. In a range of carefully structured settings, pupils learn how to interact socially very well. They develop firm friendships and learn to resolve conflict using empathy, discussion and kindness. This prepares pupils very well for their next steps in education.

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What is it like to attend this school?

Pupils study a well-constructed curriculum that addresses the learning needs and interests of pupils on an individualised basis. The personalised curriculum informs and responds to pupils’ aspirations for their future lives. Pupils achieve well. For example, pupils at key stage 4 gain a range of accredited awards so that they are well prepared for their next steps.

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

The school is ambitious for all pupils to succeed. In close collaboration with staff, the school has revised the curriculum with a razor-sharp focus. Pupils build progressively on their prior knowledge. Staff check pupils’ knowledge on entry to the school so that any gaps in their knowledge are addressed with precision. The school reviews pupils’ special educational needs and/or disabilities (SEND) in detail which inform the bespoke approaches to teaching the curriculum. However, in a few subjects, staff do not consistently adapt their teaching to ensure that pupils are supported to write about their learning in as much depth and with as much accuracy as they could.

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

Reading is a high priority at the school. Through a robust assessment process, pupils’ reading needs are swiftly identified on entry. A well-structured and well-taught early reading programme is in place for pupils who struggle with reading. For some pupils, this has been transformational in enabling them to learn with confidence and success. Across the curriculum, pupils routinely read for pleasure. The revised English curriculum immerses pupils in a breadth of genres.

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

Pupils’ social, emotional mental health needs are addressed with insight and expertise by the school. This results in pupils learning to manage their emotional responses to the world around them.

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

Pupils’ attendance is prioritised by the school. Through addressing pupils’ needs and interests on an individualised basis, the school has succeeded in significantly improving the attendance of many pupils. The school is vigilant in working to ensure that every pupil accesses an effective education. 20 and 21 May 2025

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Pupils’ personal development informs every area of the curriculum. The personal, social and health education programme is very well structured. Pupils are supported to discuss in depth their understanding of the world around them. Pupils are highly inclusive of others and learn how to be effective citizens of modern Britain. The outdoor education programme is transformative for pupils. They learn to develop strong, trusting relationships with each other as well as how to navigate difficult situations with confidence. They develop their physical health through a range of sports such as swimming. They also learn how to cook nutritious meals for themselves and others with great skill.

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Pupils receive very detailed information about careers, apprenticeships and further education. They have many opportunities to engage with local employers and participate in work experience. The school provides tailored support which enthuses pupils and prepares them exceptionally well for their next steps.

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School and trust leaders’ vision for the school is overwhelmingly shared by staff. Governance of the school is strong. They pose suitable challenge and ensure that the well-being and workload of staff is well supported.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In some subjects, staff do not adapt the teaching of the curriculum to address the gaps that some pupils have in their knowledge of writing. Consequently, these pupils do not write about their knowledge as well as they should. The school must ensure that staff plan adaptions so that pupils write more accurately and more extensively about what they have learned.

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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. 20 and 21 May 2025

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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). 20 and 21 May 2025

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School details

School category Academy alternative provision sponsor-led

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School details

Dates of previous inspection 18 and 19 January 2023, under section 5 of the Education Act 2005

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Information about this school

 The Shoreline Academy is an alternative provision academy for pupils who have been permanently excluded from mainstream schools.  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 one registered alternative provision and one unregistered provision.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024, will not be given an overall effectiveness grade. 20 and 21 May 2025

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 Inspections are a point-in-time evaluation about the quality of a school's education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school  Inspectors held discussions with the headteacher and other members of the leadership team.  An inspector held discussions with the members of the governance monitoring hub, a member of the board of trustees, the director of education and the deputy CEO of the trust.  An inspector held a telephone discussion with the education officer from the local authority.  Inspectors carried out deep dives in early reading, English, mathematics, design technology and science. In each subject, inspectors met with senior and curriculum leaders, talked to pupils, visited lessons, spoke to teachers and looked at examples of pupils’ work.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single

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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.  Inspectors considered the views of parents and carers who responded to the confidential questionnaire, Ofsted Parent View. They evaluated the views of staff from the Ofsted online questionnaire.

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Inspection team

Susan Aykin, lead inspector His Majesty's Inspector

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Inspection team

Tracy Hannon Ofsted Inspector 20 and 21 May 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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