Atlantic Academy Portland

Atlantic Academy Portland

Address: Maritime House, Southwell Park, Portland, Dorset, DT5 2NA Unique reference number (URN): 145119

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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

In the primary phase, pupils behave well and come to school regularly. Any pupil who needs support to reduce their absence receives the help that they need. In the secondary phase, leaders have raised their expectations of pupils’ attendance. They have successfully reduced absence for groups of pupils, such as those in key stage 4 and those who are disadvantaged. Through careful analysis of trends in attendance, leaders identify pupils who need support. They work with families and put in place effective strategies to raise attendance.

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Attendance and behaviour Expected standard

Pupils have positive attitudes to learning and follow routines willingly in the primary phase. Staff understand and apply behaviour policies well. Pupils are generally kind and respectful to each other. For example, they learn how to make amends with someone they have upset. Older primary-aged pupils set a positive example, for instance, as anti-bullying ambassadors. Suitable adjustments and adaptations are made for pupils with special educational needs and/or disabilities.

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Attendance and behaviour Expected standard

Pupils typically behave well in the secondary phase. On the whole, learning proceeds without disruption and the site is calm and orderly during social times. Leaders generally manage bullying or derogatory language effectively. Leaders and staff follow behaviour policies appropriately, including the use of suspension.

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Early years Expected standard

Children get off to a positive start in the Reception year. Leaders ensure that children's language development is a priority. For example, staff build children's vocabulary when they are taking part in different activities, such as painting and construction. Leaders work well with parents and professionals to ensure that children’s needs are identified. They make certain that information is shared when children join and leave the provision.

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Early years Expected standard

The early years curriculum supports children to progress in all areas of learning. As a result, children are well prepared for key stage 1. Reading is a priority, with regular opportunities for children to hear stories. Leaders have designed an effective programme to build children's phonic knowledge right from the start. Children read books that are well matched to the sounds that they are learning. Consequently, they get the practice that they need to become confident readers. Children also develop their knowledge of number and gain the foundations they need to write.

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Early years Expected standard

Children learn important routines that prepare them well for the future. For example, they develop independence in self-care and learn about ‘power skills’ such as how to make friends and collaborate.

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Achievement Needs attention

Pupils do not achieve well enough at key stage 4. As a result, they are not as well prepared for their next steps as they could be. Pupils’ achievement is reflected in their examination results, which are consistently below the national average. For example, pupils’ performance in English and mathematics examinations has been significantly below the national average for some time. Leaders have started to take action to improve achievement, but it is too soon to determine the impact of this work.

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Achievement Needs attention

At key stage 2, pupils typically achieve well. This is reflected in the quality of pupils’ written work and responses, which are typically of the expected standard. Published outcomes for pupils at the end of the primary phase are in line with national figures. This has been sustained over time. For example, in phonics and multiplication checks, pupils consistently perform in line with national averages.

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Curriculum and teaching Needs attention

In the secondary phase, teaching does not adapt well enough to meet the needs of pupils who face barriers to learning and/or wellbeing. Leaders generally identify appropriate teaching strategies for pupils, but they do not ensure that staff routinely implement them. Pupils follow a suitable and sequential curriculum in key stages 3 and 4. However, teachers sometimes lack the expertise to deliver this curriculum effectively. For example, they do not use assessment well enough to identify gaps in pupils’ knowledge. Consequently, some older pupils do not acquire the depth of knowledge and skills that they need for their next steps. Leaders have recently started to make improvements to teaching in the secondary phase, but this work is at an early stage.

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Curriculum and teaching Needs attention

In the primary phase, pupils receive effective teaching. They learn a broad and balanced curriculum and are generally well-prepared for their next steps. Pupils typically secure the foundations in reading, writing and mathematics. For example, a suitable early reading programme develops their reading fluency and confidence. Leaders ensure that staff know pupils’ needs. Teaching generally removes barriers to pupils’ learning, such as for those with a special educational need and/or disability. Leaders have an accurate understanding of the quality of teaching in the primary phase. They make improvements where necessary, such as the recently implemented approaches to strengthen pupils’ spelling.

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Inclusion Needs attention

Leaders do not sufficiently reduce barriers to pupils’ learning in the secondary phase of the school. There are inconsistencies in how well teaching is adapted to meet pupils’ needs. As a result, in the secondary phase, pupils with barriers to learning and/or wellbeing do not achieve or thrive as well as they should.

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Inclusion Needs attention

Across both phases, leaders generally identify and assess pupils’ needs accurately. They effectively engage with families and professionals to plan support. In the primary phase, pupils with special educational needs and/or disabilities (SEND) typically receive the support they need. However, leaders do not ensure that staff in the secondary phase routinely implement the necessary strategies and support for pupils with SEND. Staff have started to receive training on how to better meet pupils’ needs but this work is in its infancy.

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Inclusion Needs attention

In most areas of school life, leaders monitor the progress and participation of pupils who face barriers to learning and/or wellbeing. For instance, they track the attendance of pupils who are disadvantaged. Leaders assess the impact of additional funding allocated to this group of pupils.

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Inclusion Needs attention

Leaders collaborate well with external partners to support pupils known (or previously known) to social care. They maintain suitable oversight of the impact made by alternative provision on pupils.

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Leadership and governance Needs attention

Leaders have not made improvements quickly enough to the areas of the school’s provision that fall below the expected standard. They have started to focus on the right priorities, with evidence of impact on secondary-aged pupils’ attendance and behaviour. However, in other areas of the school’s work, leaders’ actions to bring about improvement are in their early stages.

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Leadership and governance Needs attention

Leaders have strengthened the professional learning programme for teachers. For instance, teachers in the secondary phase are beginning to improve their expertise to meet the needs of pupils who face barriers to learning. However, inconsistencies in the quality of teaching in the secondary phase mean that pupils do not achieve as well as they should.

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Leadership and governance Needs attention

Trustees and regional governors understand the school’s strengths and areas for development. They ensure that statutory duties are fulfilled. Alongside leaders, they understand the context of the school and take decisions in the best interests of pupils. However, information from leaders sometimes does not give trustees sufficient insights into how effective the school is. For example, there is not a precise understanding of the impact of the school’s work to build trust with parents.

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Leadership and governance Needs attention

Leaders typically consider staff workload and wellbeing in their decision-making.

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Personal development and wellbeing Needs attention

In the secondary phase, some pupils do not develop their understanding of why differences between people should be respected and celebrated. This results from weaknesses in the implementation of the school’s personal, social and health education programme. The programme content is typically appropriate, including relationships and sex education and keeping safe online. However, leaders have not ensured that it has the intended impact on secondary pupils. In the primary phase, a well-established relationship and health education programme is in place. As a result, younger pupils learn how to care for themselves and show respect to others.

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Personal development and wellbeing Needs attention

Across the school, leaders provide a variety of opportunities for pupils to develop their talents and interests. For example, there are sports, arts and fantasy game clubs. Pupils benefit from trips to broaden their experiences and knowledge. A residential trip to London in Year 6 develops pupils’ knowledge of contemporary Britain. Pupils have a range of leadership roles, such as peer mentors, librarians and digital leaders. They are proud to hold these roles, which help them learn to take responsibility and support others.

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Personal development and wellbeing Needs attention

On the whole, leaders track pupils’ participation in the school’s wider programme of activities. They take steps to remove barriers, such as considering carefully the timing of activities to help everyone take part. However, leaders do not gain precise enough insights into some pupils’ participation. This means that they cannot adapt the programme to strengthen opportunities further for all pupils.

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Personal development and wellbeing Needs attention

Leaders ensure that pupils in the secondary phase receive suitable careers information, education, advice and guidance. Pupils participate in work experience and learn about their different options when they leave school. This includes technical apprenticeships and further and higher education, for example.

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

Pupils in the primary phase enjoy learning and benefit from effective teaching. Children in the early years get off to a positive start. By the end of key stage 2, pupils have generally gained the foundations that they need. Their performance in national tests consistently reflects this, aligning with national averages. Pupils who face barriers to learning and/or wellbeing typically receive the support necessary.

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

In the secondary phase, pupils’ experiences of the curriculum and teaching are less positive. This is particularly true for pupils who face barriers to learning, such as those with special educational needs and/or disabilities. Pupils’ weaker achievement is evident in examination results, which are consistently below national averages. Teaching is not adapted well to meet pupils’ needs. Checks on pupils’ understanding are not typically effective enough. As a result, pupils have gaps in their knowledge and skills. Consequently, pupils are not as well prepared for their next steps as they should be.

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

Pupils typically have constructive relationships with each other and staff. In the primary phase, pupils have positive attitudes to learning and feel a keen sense of belonging to the school. They attend regularly and feel safe. They value opportunities beyond the taught curriculum, including gaining basic knowledge and skills in sailing. Pupils in the primary phase develop their understanding of important values, such as respect and tolerance.

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

In the secondary phase, leaders have raised their expectations of pupils’ attendance and behaviour. Pupils typically live up to these expectations, meaning that learning usually proceeds undisturbed. Bullying issues are generally dealt with effectively by leaders. However, some secondary-aged pupils do not develop a good understanding of important issues, such as celebrating diversity. As a result, they are not as well prepared for the future as they should be.

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Team inspectors:

Deborah Wring, Ofsted Inspector Laura Bennett, Ofsted Inspector Helen Casson, Ofsted Inspector

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Next steps

Leaders should ensure that teachers in the secondary phase make effective adaptations for pupils who face barriers to learning, so that pupils learn well and thrive. Leaders should ensure that teachers in the secondary phase use assessment effectively to identify and remedy gaps in pupils' knowledge. Leaders should raise pupils’ achievement at key stage 4, so that pupils are better prepared for their next steps. Leaders should strengthen the impact of the personal development programme in the secondary phase, so that all pupils are well prepared for life in modern Britain. Leaders should ensure that improvements in the secondary phase are embedded quickly and consistently, so that they have a sustained impact on pupils’ outcomes.

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About this inspection

The 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.

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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 school leaders, teachers, pupils and trustees during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

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.

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About this inspection

The school makes use of ten alternative provisions, including seven which 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. National average: 28.9%

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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) 64% 62% Close to average

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average

2022/23 (final) 65% 60% 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

2024/25 (revised) 72% 75% Close to average

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average

2022/23 (final) 78% 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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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (revised) 69% 74% Close to average

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average

2022/23 (final) 77% 73% Close to average

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English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

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Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2022/23 (final) 43.7 46.3 Close to average

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Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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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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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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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) 67% 59% 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

2024/25 (revised) 60% 61% Close to average

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national average

2022/23 (final) 67% 59% Close to average

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

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national average

2024/25 (revised) 16.7% 25.8% Close to average

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national average

2022/23 (final) 22.6% 25.2% Close to average

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2023/24 (final) 29.5 34.6 Close to average

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national average

2022/23 (final) 37.4 35.0 Close to average

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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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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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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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) 9.3% 8.1% Close to average

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national average

2023/24 (3 term) 9.4% 8.9% Close to average

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national average

2022/23 (3 term) 9.4% 9.0% 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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national average

2024/25 (2 term) 24.2% 21.9% Close to average

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national average

2023/24 (3 term) 27.0% 25.6% Close to average

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national average

2022/23 (3 term) 30.2% 26.5% Close to average

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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

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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