|Ofsted Inspection Rating||Good|
|Address||Valley Road, Newhaven, BN9 9UT|
|Religious Character||Does Not Apply|
|Number of Pupils||181 (53.6% boys 46.4% girls)|
|Number of Pupils per Teacher||17.8|
|Academy Sponsor||Step Academy Trust|
|Local Authority||East Sussex|
|Percentage Free School Meals||45.9%|
|Percentage English is Not First Language||11.7%|
|Pupils with SEN Support||13.6%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (21 May 2019)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
Information about this school
Breakwater Academy is smaller than the average-sized primary school. The school has been sponsored by the STEP Academy Trust since September 2016. It was previously known as Meeching Valley Primary School. The vast majority of pupils are of White British or Other White heritage. The proportion of pupils who speak English as an additional language is lower than average. The proportion of pupils who are known to be eligible for the pupil premium funding is higher than the national average. The proportion of pupils with SEND and/or an education, health and care plan is higher than the national average. A new headteacher was appointed in September 2018. An executive headteacher from the trust works alongside the headteacher. Two newly qualified teachers and a graduate teacher joined the academy in September 2018. The academy meets requirements on the publication of specified information on its website.
Summary of key findings for parents and pupils
This is a good school Leadership of the academy is good. Despite a period of significant change and staff turnover, there have been rapid improvements in achievement, behaviour and staff morale since the predecessor school’s last inspection. Leaders have instilled a consistent and effective approach to teaching across the academy. The academy’s strong values and interesting curriculum promote pupils’ spiritual, moral, social and cultural development well. Standards in writing, although improving, lag behind those of reading and mathematics. Pupils do not always present their writing well enough, and most-able pupils are not always challenged sufficiently. Guided-reading systems and skilful catch-up support have raised standards in reading, but few pupils attain at a high level. Pupils with special educational needs and/or disabilities (SEND) and those who are vulnerable are supported well and they make strong progress. Attendance levels have improved to be in line with national averages. Pupils feel safe and behave well. The school is a calm and harmonious community and pupils are prepared well for life in modern Britain. Governors and trust officers provide high levels of challenge and support for leaders. They bring a range of skills to their roles and as a result are helping to drive the pace of improvement well. Middle leaders are not yet effectively challenging and supporting teachers in their subjects. They are receiving appropriate support and training and are well placed to drive their subjects forward. Effective use of the additional funding for disadvantaged pupils has ensured that they are making steady progress, but this needs to accelerate so that they catch up with their non-disadvantaged peers. The early years setting is good. Children are happy, inquisitive learners and make rapid progress from their typically lower starting points.