Bexhill High Academy

Name Bexhill High Academy
Ofsted Inspection Rating Good
Inspection Date 03 May 2017
Address Gunters Lane, Bexhill-on-Sea, TN39 4BY
Phone Number 01424730722
Type Academy
Age Range 11-16
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 1355 (49% boys 51% girls)
Number of Pupils per Teacher 19.2
Academy Sponsor Attwood Academies
Local Authority East Sussex
Percentage Free School Meals 22.4%
Percentage English is Not First Language 4.5%
Persisitent Absence 17.8%
Pupils with SEN Support 12.6%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No
Highlights from Latest Inspection:

Information about this school

The school is sponsored by the Attwood Educational Foundation. Tom Attwood is Chairman of the Trust for Bexhill Academy. He also chairs the Department for Education Academies and Free Schools Board. The school is larger than the average-sized secondary school. The proportion of pupils who have special educational needs and/or disabilities is above average except in the current Year 11, where it is well above average. The school has a specialist facility, ASPie, for a small number of pupils with autistic spectrum conditions. The school has an area called the Bridge where pupils at risk of exclusion follow programmes to improve their learning and behaviour and to give them the skills to return to mainstream lessons. An increasing and above-average number of pupils are disadvantaged. Boys slightly outnumber girls in all years except current Year 10. Every year, about 35 Year 7 pupils are eligible for catch-up funding (for those who did not attain level 4 in English and/or mathematics at the end of primary school). Over 90% of pupils are of White British backgrounds. A well-below-average proportion of pupils speak English as an additional language. A small number of pupils follow personalised foundation learning, some full time, some part time, at College Central or Sussex Coast College. For medical reasons, a few pupils are tutored at hospital and/or at home. The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. In 2016, the school met the government.s floor standards, which set the minimum expectations for pupils. attainment and progress. The school meets the Department for Education.s definition of a coasting school based on key stage 4 academic performance results in 2014, 2015 and 2016.

Summary of key findings for parents and pupils

This is a good school In the last three years the school has improved beyond all recognition. Major changes, particularly to the pods (classrooms) and the curriculum, have been skilfully directed by the dedicated trust governors and the principal. In 2016, pupils. progress in English and mathematics almost matched that seen nationally. This year, pupils are making strong progress in these subjects. The great majority of pupils behave sensibly and are keen to learn and do well. Older pupils appreciate how much things have improved. Provision for vulnerable pupils and those who have special educational needs and/or disabilities is very successful. It is matched by the high quality of care for pupils. safety and well-being. Disadvantaged pupils underachieved in 2016. The actions taken this year are making a difference and teachers are increasingly successful at helping these pupils to learn well. The most able pupils do not always do work matching their ability and girls tend to make slightly better progress than boys. Leaders are tackling these issues. The principal has tackled the weaknesses in the past with determination and skill. She is extremely well supported by a hard-working and wise senior leadership team. Staff morale is high, with almost 100% of staff being proud to work at the school. Referring to the building changes, a teacher wrote, „I have been here since “pod land” and the improvement is phenomenal.. The quality of teaching has moved into a higher gear. Lead practitioners bolster its effectiveness in several subjects, helping staff to generate rapid progress. Several middle leaders, appointed since the previous inspection, have reinforced this layer of leadership. Those who are less experienced appreciate others sharing their expertise. Attendance has gone up but there are still too many pupils who need intensive support and encouragement to attend regularly. Parents are increasingly accepting the help offered. Occasionally, the pace of lessons drops and learning slows down. A few teachers do not follow the school.s homework policy consistently, so younger pupils do not receive enough feedback to help them to improve their work.