East Point Academy

East Point Academy

Address: Kirkley Run, Lowestoft, Suffolk, NR33 0UQ Unique reference number (URN): 137134

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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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Achievement Expected standard

Improvements to teaching mean pupils remember more of what they have been taught than in the past. Pupils are securing key knowledge in mathematics and English. Pupils are beginning to use these foundational concepts across the curriculum. Pupils produce work of a high standard. Many write in depth, drawing together knowledge to produce well-reasoned arguments. However, some pupils’ knowledge of writing, including handwriting, is less secure. Pupils with special educational needs and/or disabilities achieve well. They progress through the curriculum from their starting points. Historically, published outcomes do not reflect the current standard of pupils' achievement. Pupils are being well prepared for their next steps.

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Achievement Expected standard

Pupils read well. They are confident and fluent readers, who benefit from access to a wide range of texts and stories. Pupils at the earliest stages of reading quickly catch up. This includes pupils whose first language is not English.

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Attendance and behaviour Expected standard

Leaders ensure that pupils and their families understand the importance of regular attendance. These high expectations are constantly reinforced by staff. Pupils enjoy coming to school. As a result, pupils, including disadvantaged pupils, attend well. Leaders track pupils' attendance patterns. They use this information to identify and address trends in pupils’ absence. A small number of pupils, including some with special educational needs and/or disabilities, find it difficult to attend school. Leaders know these pupils’ specific barriers. They provide high-quality support for pupils and their families. This helps pupils return to regularly attending school.

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Attendance and behaviour Expected standard

Leaders’ high expectations of pupils’ behaviour are clear. These expectations are rooted in the school values. Leaders support pupils to understand these values and expectations. Staff model how to behave in a way that reflects the school’s values. Pupils behave well. They are respectful and polite. In most classrooms, learning is rarely disrupted. However, staff have not helped some pupils to know how to meet their expectations. As a result, some pupils continue to need help to take more responsibility for their own behaviour. Staff tackle behaviour incidents swiftly. Pupils appreciate the consistency of these interventions. Incidents of bullying or unkind behaviour are unusual. Pupils have confidence that if it happens then staff will deal with it.

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Curriculum and teaching Expected standard

Leaders have developed a curriculum that is ambitious. Pupils in key stage 3 enjoy a breadth of learning across a range of subjects. At key stage 4, pupils have a range of academic and vocational options. This gives pupils a secure grounding for their future study or training.

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Curriculum and teaching Expected standard

Leaders rigorously monitor the curriculum. They use this information to construct a rich programme of professional development. This provides teachers with key knowledge about teaching, and how to apply this in their own subjects. As a result, the curriculum is generally taught well. Teachers explain new ideas with clarity. They link new learning to pupils’ existing knowledge. Teachers ask important questions to check what pupils know about new learning. However, sometimes these checks miss gaps in pupils’ knowledge. This includes inaccuracies in pupils' spelling and punctuation. Routine assessments provide leaders with key information about pupils’ long-term recall of knowledge. Teachers use this information as they consider changes to future teaching.

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Curriculum and teaching Expected standard

Teaching supports pupils to secure key foundational knowledge in reading and mathematics. Teachers across the curriculum help pupils transition this key knowledge into different subjects. For example, they use mathematical fluency to solve problems in science and technology. However, the teaching of writing is at an earlier stage. This includes supporting some pupils to improve their handwriting.

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Inclusion Expected standard

Staff know pupils well. Leaders use this knowledge to help identify any barriers to learning. Staff accurately diagnose the needs of pupils with special educational needs and/or disabilities (SEND). Leaders work closely with external experts. This helps leaders to design strategies to help pupils with SEND access the curriculum. Leaders ensure that teachers have the necessary knowledge to adapt their teaching. Teachers generally use this information well. In most cases, pupils with SEND progress well through the curriculum from their starting points. They secure key knowledge in reading, communication and mathematics.

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Inclusion Expected standard

Leaders’ work with the virtual school provides cohesive support for pupils known to social care. This enables these pupils to flourish in school. They succeed academically and personally. The support for pupils who take on caring responsibilities is impressive. Staff encourage these pupils to be part of the full life of the school. This provides space for these pupils to enjoy a respite from their responsibilities. They enjoy socialising with their friends or learning a new skill. They flourish as individuals.

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Inclusion Expected standard

Leaders use the pupil premium funding well. This helps disadvantaged pupils close learning gaps to their peers. Leaders support disadvantaged pupils to access a broad range of activities. This helps disadvantaged pupils develop a cultural awareness of the world around them.

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Leadership and governance Expected standard

In January 2025, significant changes were made to leadership. This has made a rapid and sustained impact on pupils’ experiences, learning and achievement. Leaders carry out rigorous quality assurance checks on the curriculum. They analyse key information in great detail. This gives leaders an accurate understanding of pupils’ experiences. Leaders, including trust executives, know where there are strengths in teaching. They know how to use these to improve other aspects of the curriculum. For example, utilising the expertise of English staff to strengthen the teaching of writing across the curriculum. Improvement strategies are well thought out. Leaders measure the impact of their actions on pupils’ experiences. Leaders use this feedback to refine and sharpen the focus of their actions over time. Trustees robustly hold leaders at all levels to account. They make sure that every decision focuses on pupils’ best interests. Trustees ensure that vulnerable pupils, including those with

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Leadership and governance Expected standard

special educational needs and/or disabilities, are at the forefront of leaders’ thinking. Trustees work with local governors. Together they make sure that their statutory duties are consistently met.

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Leadership and governance Expected standard

Staff are proud to work at the school and trust. They feel valued. New leadership has brought significant change. Staff feel part of this change. They appreciate how leaders consider their welfare as part of improvement strategies. Staff enthusiastically take up the carefully crafted professional development programme. This programme has boosted teachers, including those at the start of their careers. They can see how their teaching continues to develop and improve. Parents recognise how the changes have improved their children’s experiences. They reflect positively on their children's increased enjoyment and engagement with school.

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Personal development and wellbeing Expected standard

The personal development programme prepares pupils well for life in modern Britain. Personal, social, health and economic education helps pupils navigate the complexity of relationships, healthy lifestyles and being a good citizen. Pupils learn about the importance of friendships. Over time, this builds to a deep awareness of positive relationships and consent. Pupils understand that there are fundamental values to British life. Pupils value diversity. They respect and celebrate cultures and faiths different to their own. Strong links with the community help pupils transition this learning into real life. For example, the local police bring a reality to the risks of knife crime. They help pupils see the impact on vulnerable people of anti-social behaviour. Inspirational stories and books help pupils understand the importance of tolerance and acceptance. Pupils read about the impact on individuals and communities when these are missing.

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Personal development and wellbeing Expected standard

Pupils learn how to stay safe. They learn how to spot real life risks. Leaders help pupils to manage their emotional wellbeing. Pupils have a deep awareness of the dangers in the virtual world. This includes how to identify potentially false information on social media.

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Personal development and wellbeing Expected standard

Leaders provide a range of extra-curricular activities. Many pupils, including disadvantaged pupils, take advantage of the offer. Sporting opportunities are plentiful. Pupils can perform in school shows or take part in singing competitions. The gardening club maintains the impressive planters. These make the outdoors space a pleasant place for pupils to sit and socialise. Leaders track pupils’ engagement. However, they do not always use this information to shape the provision to meet the needs or interests of pupils.

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Personal development and wellbeing Expected standard

Leaders have designed a well-considered careers programme. Pupils access information about a range of careers and future study options. This helps pupils make informed choices about their next steps. Leaders have recently reintroduced work experience. This provides pupils in year 10 with a valuable insight into the world of work. It helps them learn about professional behaviours, resilience and independence.

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

East Point Academy is a kind, warm school. Pupils enjoy coming to a school where they are recognised as individuals. Pupils with special educational needs and/or disabilities are confident that their teachers know how to help them. This is a safe place where pupils, irrespective of their background, are encouraged and nurtured. Pupils attend well and flourish.

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

Older pupils see how recent changes have improved their school. They can see that new leaders want them to achieve highly. Pupils have positively responded to their teacher’s call to be the best they can be. Consequently, pupils work hard and produce high-quality work. They secure important knowledge. Pupils are beginning to learn and achieve well. Pupils’ current learning is not reflected by recent, below average published outcomes. They are well prepared for their next steps.

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

Leaders have raised the expectations of pupils’ behaviour. As a result, pupils enjoy a calm and respectful climate. Pupils learn in orderly classrooms. Learning is rarely disrupted. Around school, pupils move with purpose. Pupils enjoy socialising with their friends in an attractive, well-kept environment. Pupils value their surroundings. The gardening club maintains pleasant social spaces to a high standard. Pupils respect their work and take care to look after the buildings and grounds.

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

Pupils understand the rich tapestry of life in modern Britain. They respect difference and celebrate the benefits diversity brings to their lives. Pupils enjoy representing their school. They wear team kits with pride in sporting activities. Pupils enjoy celebrating their participation and achievement in school sports, at the school's annual sports awards evening. A healthy rivalry between the 4 houses, named after the Lowestoft Scores, helps pupils secure a sense of identity and teamwork. Many pupils enjoy the opportunity to foster their existing talents or take up new interests. The popular Duke of Edinburgh’s award programme supports pupils to grow their self-belief, while making a positive contribution to their community.

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Next steps

Leaders should ensure that staff have the expertise to accurately check pupils’ understanding of new learning and adapt their teaching to address gaps and misconceptions swiftly. Leaders should ensure that the writing curriculum, including support for pupils who need help with handwriting, is implemented consistently across the curriculum to support pupils to secure and use key writing knowledge. Leaders should continue to support pupils to understand how to meet their high expectations for behaviour.

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Team inspectors:

Garry Trott, Ofsted Inspector Teri-Leigh Jones, Ofsted Inspector Ross Marks, His Majesty's Inspector Mike McKeaveney, His Majesty's Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 16 June 2026

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About this inspection

This school is part of Inspiration Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Gareth Stevens (CEO), and overseen by a board of trustees, chaired by Lord Theodore Agnew. The executive principal of this school is Jane Diver. 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. Inspectors spoke with the principal, executive principal, the CEO, vice principals, the special educational needs coordinator, the trust director of secondary education, other trust, school senior and middle leaders, members of staff, the chair of the trust board and representatives of the local academy committee during the inspection. Inspectors also spoke with pupils about their learning and what it is like to be a pupil at 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 inspectors confirmed the following information about the school: The school currently makes use of 5 alternative provisions, including 3 that are unregistered. The principal, executive principal, vice principals took up their posts since the last inspection.

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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 6 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. National average: 3.09%

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What does this mean?

The proportion of pupils with reported special educational needs support 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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national average

2024/25 (final) 42.7% 45.4% Close to average

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national average

2023/24 (final) 45.0% 45.9% Close to average

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national average

2022/23 (final) 49.4% 45.3% Close to average

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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

2023/24 (final) 41.6 45.9 Close to average

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national average

2022/23 (final) 44.9 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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national average

2022/23 (final) -0.06 -0.03 Close to average

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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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national average

2024/25 (final) 27.4% 25.8% Close to average

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national average

2023/24 (final) 26.0% 25.8% Close to average

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national average

2022/23 (final) 27.9% 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

2024/25 (final) 31.0 34.9 Close to average

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national average

2023/24 (final) 31.3 34.6 Close to average

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national average

2022/23 (final) 35.9 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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national average

2022/23 (final) -0.55 -0.57 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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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 (3 term) 9.3% 8.4% Close to average

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national average

2023/24 (3 term) 9.9% 8.9% 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 (3 term) 26.9% 23.4% Close to average

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national average

2023/24 (3 term) 27.9% 25.6% Close to average

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national average

2022/23 (3 term) 30.0% 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

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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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