The Royal Harbour Academy

The Royal Harbour Academy

Address: Marlowe Way, Ramsgate, Kent, CT12 6FA Unique reference number (URN): 149554

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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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This school requires significant improvement

His Majesty’s Chief Inspector is of the opinion that this school requires significant improvement because it is performing significantly less well than it might in all the circumstances reasonably be expected to perform.

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Inclusion Expected standard

Leaders have a clear understanding of the breadth of pupils' needs. They have effective systems in place to rapidly and accurately identify any barriers that pupils have to their learning and/or wellbeing. Leaders ensure that staff are aware of the most helpful ways to support pupils with special educational needs and/or disabilities (SEND). They provide appropriate professional learning opportunities to help staff develop their expertise in meeting the needs of pupils with SEND. Leaders review and adapt support in response to pupils' emerging needs and the progress they are making.

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Inclusion Expected standard

Leaders regularly review the support they provide to disadvantaged pupils. They ensure that additional funding is used to improve disadvantaged pupils' engagement in school and their access to a broad set of opportunities and experiences. Disadvantaged pupils benefit from thoughtful strategies that help to reduce any barriers they may have to positive wellbeing.

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Inclusion Expected standard

Leaders understand the challenges that may be faced by pupils who are known, or have previously been known, to social care. They collaborate effectively with wider professionals to ensure that pupils' needs are understood and met.

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Inclusion Expected standard

Alternative provision is used appropriately and only when it is in pupils' best interests.

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Personal development and wellbeing Expected standard

Pupils are well supported in their personal development. Leaders have given careful consideration to how pupils will learn. The curriculum is built around the school's values of ‘ready, honourable, aspirational’ to reinforce these values consistently. Pupils learn effectively as a result of specialist teaching and regular opportunities to revisit important content. Leaders adapt the curriculum appropriately in response to any emerging behaviours in the school or risks in the local community that pupils need to learn about. Pupils with special educational needs and/or disabilities are supported effectively with tailored learning, where needed, to ensure they are well prepared for their next steps.

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Personal development and wellbeing Expected standard

Pupils understand how to stay safe, both online and within the community. They recognise the indicators of a toxic or unhealthy relationship and know the importance of consent. Pupils know how to maintain positive physical and mental health. Pupils have appropriate opportunities to develop their understanding of cultural diversity. They understand the importance of equality and know which characteristics are protected from discrimination by law. Pupils understand the difference between right and wrong. They know that British values promote a fair and equitable society. Typically, pupils demonstrate respectful

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Needs attention

attitudes as a result of their learning. Occasionally, pupils are not as clear as they could be about what constitutes prejudicial or derogatory language.

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Needs attention

Pupils are well supported in their understanding of the different career pathways available to them. They receive helpful advice that ensures they make appropriate choices, suited to their aspirations, skills and interests.

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Needs attention

Leaders provide effective pastoral care that is tailored to meet pupils’ individual needs. Staff have a clear oversight of any challenges that pupils may be facing in their lives and act swiftly to offer support. Leaders provide a broad range of opportunities for pupils, particularly those who are disadvantaged, to widen their experiences and develop their confidence.

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Post 16 provision Expected standard

Leaders have given careful consideration to the sixth-form curriculum offer, ensuring it reflects the local context and the needs of students. Typically, teaching is effective and enables students to develop their independent study skills. Students with special educational needs and/or disabilities are well supported. Staff provide students with appropriate opportunities to catch up on knowledge gaps in mathematics and English so that they can be successful in their wider studies. Generally, students, including those who are disadvantaged, achieve well. They move on to suitably ambitious pathways in education or employment.

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Post 16 provision Expected standard

Students are well supported in their personal development. Staff ensure that students, particularly the most vulnerable, have the skills and confidence they need to be ready for their next steps. Students understand the range of future pathways available to them and how they can access different careers. Students know that their wellbeing is a priority and that staff care for them. Students appreciate the range of wider opportunities available to them. They engage positively in work experience and enrichment activities. Students enthusiastically develop their leadership skills through a range of responsibilities. Students are proud to act as role models to younger pupils and to give back to the school community.

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Attendance and behaviour Needs attention

Attendance is not as high as it should be across the school. Leaders understand the barriers that some pupils face in attending school regularly. They are taking appropriate action to reduce these barriers and improve attendance. Leaders recognise that absence needs to reduce further so that pupils do not miss important learning.

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Attendance and behaviour Needs attention

Leaders have established clear expectations for pupils' behaviour. Typically, pupils understand what is expected of them and behave well. Sometimes, pupils require several reminders to help them make appropriate choices. In the main, the school is a calm and friendly environment where positive relationships are the norm. Older pupils appreciate the improvements they have seen in behaviour since starting at the school. They recognise that poor behaviour rarely disturbs learning and that staff are swift to address any disruptions. Sometimes, pupils are not purposefully focused in lessons, but they generally meet expectations and understand why learning is important. Staff make appropriate, reasonable adjustments where needed to help pupils with special educational needs and/or disabilities to manage their behaviour positively. Leaders take swift and effective action to address any incidents of discrimination or bullying. As a result, this type of behaviour is uncommon.

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Curriculum and teaching Needs attention

Leaders have developed a broad and ambitious curriculum that sequences learning appropriately. The curriculum is designed to revisit previous learning to help pupils remember important knowledge. Although teachers typically have secure knowledge of their subjects and explain content clearly, the quality of teaching varies considerably across the school. This is because many staff do not adapt their teaching choices appropriately to meet the needs of pupils with special educational needs and/or disabilities. Staff do not use the systems in place to check pupils’ understanding consistently well, which means they are often unclear about where pupils have misconceptions or gaps in their knowledge.

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Curriculum and teaching Needs attention

Leaders recognise where teaching is not as effective as it needs to be. They have taken action to address some of the weaknesses, and this has had a positive impact. For example, pupils who have gaps in their reading and writing skills are generally well supported. This helps them to catch up quickly and access the wider curriculum. However, in other subject areas, support to catch up is not effective. In mathematics, for example, staff do not effectively revisit and address pupils' misconceptions. As a result, gaps in pupils' knowledge often persist or widen.

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Leadership and governance Needs attention

In some areas of the school's work, leaders' actions have not had sufficient impact. Pupils' achievement continues to be weaker than it should be, and absence remains high. Leaders recognise the urgency of improvements that need to be made and are committed to acting in the best interests of pupils. Leaders have identified the right priorities they need to focus on and are taking appropriate steps to address these areas. There have been very recent changes to the leadership of the school. Trustees have ensured that there is sufficient capacity and expertise in the new leadership structure to act swiftly upon necessary improvements.

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Leadership and governance Needs attention

Governors understand their roles well and fulfil their statutory responsibilities effectively. They hold leaders to account appropriately, checking the impact of the school's work. Leaders are receptive to challenge and open to new learning. They collaborate effectively with wider professionals, both within and beyond the trust.

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Leadership and governance Needs attention

Leaders and governors are considerate of staff workload and mindful of wellbeing. Staff are proud to work in the school and feel valued. Leaders ensure that staff access helpful professional learning opportunities so that they feel confident to meet pupils' needs. Leaders recognise where staff expertise needs to be further developed and act upon this appropriately. Teachers at the early stages of their career make a positive start to the profession.

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Urgent improvement

Leaders have developed a positive and caring culture in the school. They understand their community well. Parents and carers speak highly of their children's experiences in the school.

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Achievement Urgent improvement

Pupils do not attain as well as they should in their GCSE examinations. A high proportion of pupils, including those who are disadvantaged and pupils with special educational needs and/or disabilities, make insufficient progress from their starting points. Pupils have knowledge gaps because of absence or variation in teaching quality. Leaders and staff do not always identify these gaps with sufficient accuracy or timeliness. As a result, knowledge gaps widen. Many pupils lack detailed understanding across their subjects. Where this is the case, pupils are not as well prepared as they need to be for the next stages of their education or employment.

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Achievement Urgent improvement

Pupils do not develop their mathematical knowledge sufficiently well. They often lack the problem-solving skills that are necessary for future success. Pupils are beginning to develop fluency and accuracy in their writing. Typically, they have the necessary reading and communication skills for the next stages of their learning.

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

Pupils, including those who are disadvantaged, do not achieve as well as they should in national examinations. Insufficient pupils secure the necessary qualifications and foundational knowledge that they need to prepare them well for their next steps. In particular, pupils do not learn as effectively as they should in mathematics. This prevents pupils from having some of the important knowledge and skills that they need beyond school. Typically, students in the sixth form achieve more securely.

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

Pupils’ experiences in learning vary. In some subjects and lessons, teaching is effective and pupils enjoy their learning. For example, pupils engage well in the personal development curriculum. As a result, pupils understand how to keep themselves safe and healthy and are generally well prepared for life in modern Britain. Across other areas of learning, pupils do not learn as well as they should.

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

Staff across the school are caring and supportive. They understand pupils’ needs and are effective in reducing the barriers to wellbeing that many pupils have. However, staff do not support pupils’ academic development as thoroughly. Sometimes, pupils with special educational needs and/or disabilities (SEND) struggle to participate in lessons as successfully as their peers. Across the school, pupils, including those with SEND and those who are disadvantaged, do not make sufficiently positive progress from their starting points. Pupils have a wide range of opportunities to participate in enriching experiences. Staff ensure that pupils’ views are considered in the broad range of trips and clubs offered. All pupils are encouraged to explore their talents and interests.

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

Typically, pupils have positive attitudes towards school and learning. Most pupils attend regularly and behave well. Staff provide helpful support to pupils who struggle to engage positively in school. Pupils feel safe because they are safe. Staff ensure that any incidents of bullying are swiftly and effectively addressed.

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Next steps

Leaders should ensure that the quality and consistency of teaching across the school improves, so that pupils learn effectively and achieve well. Leaders should ensure that assessment is used more effectively across the school, to identify and address misconceptions and knowledge gaps. Leaders should ensure that pupils develop secure foundations in their mathematical knowledge, so that they are better prepared for their next steps. Leaders should ensure that they continue their work to reduce pupils’ absences.

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About this inspection

This school is part of Coastal 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, Kathryn Greig, and overseen by a board of trustees, chaired by Dave Roberts.

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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 school leadership team, members of staff, groups of pupils, trust leaders and representatives from the board of trustees and local governing body.

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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

In accordance with section 44(2) of the Education Act 2005, His Majesty’s Chief Inspector is of the opinion that this school requires significant improvement, because it is performing significantly less well than it might in all the circumstances reasonably be expected to perform.

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About this inspection

Inspectors confirmed the following information about the school:

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About this inspection

The school makes use of 2 alternative provisions.

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Team inspectors:

Louise Walker, His Majesty's Inspector Michelle Lawson, Ofsted Inspector Dijana Piralic, Ofsted Inspector Louise New, His Majesty's Inspector

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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 school has undergone a significant change since the last inspection in 2020. A new executive headteacher and head of school took up their posts in April 2026. The school became part of the Coastal Academies Trust in April 2023.

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What does this mean?

Executive headteacher: Martin Jones 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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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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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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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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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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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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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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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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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

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

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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