Bexhill Academy

Name Bexhill Academy
Ofsted Inspection Rating Good
Address Bexhill Road, Town End Farm, Sunderland, SR5 4PJ
Phone Number 01917070120
Type Academy
Age Range 2-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 366 (55.7% boys 44.3% girls)
Number of Pupils per Teacher 16.7
Academy Sponsor Wise Academies
Local Authority Sunderland
Percentage Free School Meals 43.3%
Percentage English is Not First Language 0.8%
Persistent Absence 9.8%
Pupils with SEN Support 21.2%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (07 July 2015)
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Information about this school

Bexhill Academy converted to become an academy on 1 March 2011. When its predecessor school, Bexhill Primary School, was last inspected by Ofsted, it was judged to be good overall. It is a member of the WISE Academies Trust which is a partnership of four primary schools. There have been significant changes in staff, including at senior and middle leadership level since the school became an academy. A new headteacher was appointed in April 2014. This is a larger than average-sized primary school and the number on roll is increasing. The proportion of disadvantaged pupils, those supported by the pupil premium, is above the national average. The pupil premium is additional funding for those pupils who are known to be eligible for free school meals and those children looked after by the local authority. The vast majority of pupils are White British and speak English as their first language. The proportion of disabled pupils and those who have special educational needs is above average. Children attend the two Nursery classes on a part-time basis and the two Reception classes on a full-time basis. In 2014, the academy did not meet the government’s current floor standards which are the minimum expectations for pupils’ attainment and progress in English and mathematics at the end of Year 6.

Summary of key findings for parents and pupils

This is a good school. The academy is very well led by a determined and very effective headteacher. He is ably supported by an equally determined senior leader and increasingly by middle leaders within the academy. Pupils achieve well throughout the academy. By the end of Year 6 they reach the levels expected for their age, particularly in reading and mathematics, often from low starting points. Teaching has improved over time. It is consistently good and some is better. This is because leaders have maintained a close focus on its quality and provided effective support to help teachers improve their skills. The academy has been very well supported by the Chief Executive Officer of the Trust. She has been able to utilise the resources available to increase leadership capacity in key areas at critical times and so improve the quality of teaching and increase pupils’ achievement. Governors challenge and support the academy effectively. Middle leaders are relishing the opportunities to be responsible for planning and driving improvements in their areas of responsibility. The curriculum is well planned and ensures that pupils enjoy their learning. Their spiritual, moral, social and cultural development is good and pupils develop a good understanding of life in modern Britain. Behaviour is typically good and pupils are friendly, polite and welcome visitors warmly. They are eager to talk about all the interesting things they are doing. The academy is a safe and secure environment. The early years is very well led and managed, and has improved since the academy opened. Children are happy and safe. They benefit from teaching that is typically good and sometimes better. It is not yet an outstanding school because : Standards in writing are not as good as they are in reading and mathematics. Pupils do not learn to spell securely and do not have sufficient opportunities to use their writing skills in other subjects. Pupils do not have the skills necessary to judge the quality of their writing and make improvements before it is marked. Not all teachers use the information they gather about pupils’ progress in their lessons to change their plans during the lessons and so some pupils cannot move on quickly enough. The attendance of some pupils is not high enough.