Bayside Academy

Bayside Academy

Address: Turlin Road, Turlin Moor, Bayside Academy, POOLE, Dorset, BH16 5AH Unique reference number (URN): 145496

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Attendance and behaviour Expected standard

Leaders have a detailed and accurate understanding of attendance trends and patterns. They use this information effectively to identify pupils and families who require additional support. Swift, personalised actions are put in place for pupils who struggle to attend regularly. For example, behaviour support workers support pupils’ sense of belonging with school gardening. These actions make a difference to pupils’ engagement with school. Overall attendance is broadly in line with national averages. Leaders know that the number of pupils who are persistently absent needs to reduce further.

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Attendance and behaviour Expected standard

Leaders have established high expectations for behaviour, and this is reflected in the shared behaviour policy that staff generally apply consistently. As a result, pupils are clear about the rules and routines that result in a generally calm and orderly environment. This begins in the early years, where children listen well during adult-led activities. The school uses its value of ‘respect’ to promote an inclusive ethos in the school. Leaders deal with any bullying concerns quickly and effectively.

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Attendance and behaviour Expected standard

Pupils with more challenging behaviour benefit from additional support. Leaders work intensively on the provision in place for these pupils to help them to become more successful, such as working alongside the school’s behaviour mentor.

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Early years Expected standard

Leaders prioritise children in the early years getting off to a positive start. The school’s revised curriculum sets out clearly what children should learn across the seven areas of learning. The curriculum is underpinned by developing children’s communication and language, recognising that many arrive with lower starting points. Children learn in a language-rich environment full of stories, rhymes and songs that give them regular opportunities to develop their language and widen their vocabulary.

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Early years Expected standard

Warm, caring relationships between staff and children help children to feel safe and well supported. Parents speak highly of this and value the care their children receive to help them learn.

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Early years Expected standard

Leaders have strengthened staff expertise in the teaching of the curriculum. As a result, staff know the curriculum well and adapt it effectively so that children build their knowledge securely overtime, preparing them well for key stage 1. Staff plan activities carefully to deepen children’s understanding and provide regular opportunities for them to practise what they have learned. For example, children use peg boards to practise making patterns while developing their fine motor skills. Staff generally interact purposefully with children to extend their learning and vocabulary.

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Early years Expected standard

Children get off to a secure start in learning to read. This is prioritised from the start of Reception Year. Any pupils who make slower progress are identified and supported to catch up quickly.

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Inclusion Expected standard

The school has clear systems to identify and assess pupils’ individual needs early, including those with special educational needs and/or disabilities (SEND) and those who are disadvantaged. These systems are generally used well to ensure that pupils benefit from the right support at the right time. Identification begins before children start school in the Reception Year. Leaders work closely with feeder nurseries, parents and wider professionals to ensure that additional needs are well known and supported to promote a smooth start into primary education.

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Inclusion Expected standard

Staff benefit from training to develop their expertise of supporting pupils with SEND. As a result, these pupils typically get the support they need to access the curriculum. Learning plans generally show precision in identifying and supporting barriers to learning to help pupils to make progress from their starting points, particularly for those pupils with social, emotional and mental health needs. These typically lead to appropriate adaptations to help pupils to learn. Leaders maintain clear oversight of this work and review plans regularly to check how well pupils are progressing.

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Inclusion Expected standard

The school has a well-considered approach to supporting disadvantaged pupils in receipt of additional funding. This work is having a high impact on these pupils, as reflected in end of key stage 2 outcomes where these pupils achieve in line with their peers nationally overtime.

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Leadership and governance Expected standard

New leaders, including the trust, have an accurate view of the school’s strengths and areas that need to improve. They have acted quickly to address longstanding weaknesses in the school, such as how well pupils achieve over time. This work is having an impact, as reflected in the 2025 end of key stage 2 outcomes and the increasing number of pupils passing the Year 1 phonics screening check. Leaders have prioritised the right areas to focus on, and they know where there is further work to do.

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Leadership and governance Expected standard

Leaders have quickly united staff in a shared vision of acting in the best interests of pupils, particularly in meeting the needs of the high proportion of disadvantaged pupils. Staff are positive about the direction of the school. They are clear about the changes being made and can see the impact of this, such as in pupils’ positive behaviour and readiness to learn. Staff feel their wellbeing and workload is well supported. They appreciate the training they have received to support the teaching of the curriculum, such as in phonics.

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Leadership and governance Expected standard

Those responsible for governance have an accurate view of the school and ensure that their statutory duties are met, such as fulfilling the equality act. They have strategic oversight of the school’s direction and ensure that the school benefits from the right support at the right time.

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Personal development and wellbeing Expected standard

Leaders have a well-considered programme to support pupils’ personal development and wellbeing. This is underpinned by the personal, social, health and education curriculum,

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Needs attention

which has been adapted to reflect pupils’ diverse backgrounds and the school community. As a result, pupils are prepared well for life beyond the school. They are taught and understand the importance of keeping themselves safe, including when online. For example, they know to ‘Recognise, Refuse and Report’ if they have any concerns about anything they encounter online. Pupils have an age-appropriate understanding of the relationships, sex and health education curriculum, such as knowing how their bodies will change as they grow older.

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Needs attention

Pupils benefit from a range of opportunities to develop their talents and interest. They value sporting activities and clubs, such as photography and times table club. Leaders track and refine their offer to increase participation, including for some disadvantaged pupils and those with special educational needs and/or disabilities. Pupils speak positively about the residential visits they can attend. Leaders ensure that any barriers to attendance are supported, such as financial support or making adjustments so that pupils can take part in ways that meet their needs.

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Needs attention

Pupils are taught, and generally understand, the importance of the fundamental British values to be well prepared for life in modern Britain. They have a lived experience of democracy, such as through voting for activities for ‘house’ days. The school value of ‘respect’ helps pupils to recognise and appreciate difference. Pupils have some understanding of different faiths and cultures, and some know that discrimination is protected by law. Leaders recognise the need to deepen all pupils’ understanding further around these aspects.

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Needs attention

The school has an established approach to supporting pupils’ mental health and wellbeing. Pupils appreciate the difference this makes and the positive impact on their success in school. They value ‘The Den’ as a supportive space that helps them to manage their emotions.

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Achievement Needs attention

Historically, too many non-disadvantaged pupils left key stage 2 without being ready for their next stage of education. This reflected weaknesses in the teaching of the curriculum. New leaders have taken swift action to tackle this. For example, the revised mathematics curriculum is helping pupils to build their mathematical knowledge more securely. The impact of leaders’ work is reflected in 2025 published outcomes. Notably, results in mathematics at the end of key stage 2 are above the national average. This includes for those pupils who are disadvantaged whose outcomes are significantly higher than their peers nationally. However, lower down the school, pupils are not yet achieving well enough in the multiplication tables check.

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Achievement Needs attention

Some pupils do not receive the support they need to write accurately and fluently. Leaders have introduced a new writing curriculum and pupils are enjoying writing much more. Even so, this work is at an early stage. Not all pupils get sufficient practice or support in developing securely the basics of handwriting, spelling and punctuation, which slows their progress.

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Curriculum and teaching Needs attention

The quality of teaching and how well pupils learn varies across subjects. Leaders have an accurate view of this. They rightly identified that pupils were not building knowledge securely and so have redesigned the curriculum in many subjects to address these weaknesses. The curriculum is now well ordered with the knowledge and vocabulary pupils need to learn set out clearly. However, it is too early to see the impact of these changes on pupils’ achievement.

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Curriculum and teaching Needs attention

Staff are clearer about what to teach and when. Even so, staff subject knowledge and expertise beyond the early years are underdeveloped. This impacts how effectively teachers use assessment to check how well pupils are learning. The checks made do not identify or support pupils’ gaps in knowledge well enough. Future learning is not routinely adapted to build on what pupils know and can do, which slows progress for pupils, including some with special educational needs and/or disabilities.

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Curriculum and teaching Needs attention

Helping pupils to learn to read is a strength of the school. An increasing number of pupils quickly become confident and fluent readers. Well-trained staff teach phonics effectively, giving pupils regular opportunities to practise and apply new sounds. Pupils who fall behind receive timely support to help them keep up.

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What it's like to be a pupil at this school

Pupils enjoy attending this welcoming and inclusive school. Warm, positive relationships between adults and pupils help pupils to feel safe and well supported, including from the moment they begin the school day. Any pupils who find the start of the day difficult receive timely and effective help so they can settle quickly and be ready to learn. This is because staff identify and support barriers to learning well, including for pupils who are disadvantaged or have special education needs and/or disabilities. Pupils are confident that staff will resolve any concerns quickly, including any worries about bullying.

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What it's like to be a pupil at this school

Children in the early years get off to a successful start to their education. However, pupils further up the school are not yet learning the curriculum as well as they should. New leaders have taken decisive and rapid action in identifying what needs to improve. These changes are beginning to have a positive impact, including how well pupils in Year 6 now achieve, compared to previous years. However, these changes are in their earlier stages and so it is too soon to see the full impact across the school. As a result, some pupils are not yet well prepared for their next stage of learning.

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What it's like to be a pupil at this school

Leaders have made bringing the school together a priority. They have refined the school values of ‘care, curiosity, resilience and pride’ so that the school community is clear about what will help them to be successful. Pupils generally show positive attitudes to their learning and want to do well. Leaders’ recent focus on the value of ‘pride’ has encouraged pupils to take thoughtful care over their written work and to be proud of what they can achieve. Pupils value the contributions they make to their school. They take on leadership roles to be responsible and active citizens, such as school councillors, house captains and prefects.

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Next steps

Leaders should develop staff expertise in the use of assessment to identify and address misconceptions swiftly, enabling teachers to adjust learning so that pupils build their knowledge securely across subjects and achieve well. Leaders should ensure that staff build their expertise and subject knowledge of the curriculum and check that teaching consistently enables all pupils to achieve well from their starting points. Leaders should ensure that pupils are given the support and practice they need to develop their accuracy and fluency in writing, particularly in handwriting, spelling and punctuation, so that pupils write well across the curriculum.

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About this inspection

This school is part of Authentic Education Group Limited, which means other people in the trust also have responsibility for running the school. The trust is run by the interim chief executive officer (CEO), Sir John Coles, and overseen by a board of trustees, chaired by Alison Beane.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, trust leaders and school staff. The lead inspector met the chair of the trust board.

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About this inspection

Inspectors considered responses to the online survey, Ofsted Parent View, including free- text comments, and spoke to some parents. Inspectors considered the responses to Ofsted’s staff survey. There were no responses to Ofsted’s pupil survey.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The current principal took up her post in September 2024.

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About this inspection

The school makes use of alternative provisions, including two that are unregistered.

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2024/25 (revised) 60% 62% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2022/23 (final) 68% 73% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2024/25 (revised) 77% 72% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2024/25 (revised) 47% 47% Close to average

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national average

2023/24 (final) 48% 46% Close to average

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national average

2022/23 (final) 38% 44% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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average

2024/25 (revised) 53% 63% Close to average

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average

2023/24 (final) 62% 62% Close to average

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average

2022/23 (final) 63% 60% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2024/25 (revised) 68% 59% Close to average

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average

2023/24 (final) 59% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 69% 59% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (2 term) 5.5% 5.2% Close to average

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national average

2023/24 (3 term) 5.9% 5.5% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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