|Name||Peacehaven Community School|
|Ofsted Inspection Rating||Good|
|Inspection Date||16 October 2018|
|Address||Greenwich Way, Peacehaven, East Sussex, BN10 8RB|
|Religious Character||Does Not Apply|
|Number of Pupils||841 (53% boys 47% girls)|
|Number of Pupils per Teacher||15.2|
|Percentage Free School Meals||12.1%|
|Percentage English is Not First Language||3.3%|
Information about this school
Peacehaven Community School is an average-sized, mixed sex school. Since November 2015, at the request of the local authority, the Swale Academies Trust has assumed responsibility for improving the school. The trust has provided leadership and training at all levels. The local authority, the trust and the school are working together so that the school can become an academy and part of the trust. The local authority delegates responsibility for governance to an interim executive board. This will remain in place until the school converts and opens as an academy within the Swale Academies Trust. This is planned to take place in April 2019. The head of school was appointed to post at the start of this academic year. She is supported by an executive headteacher, who is the director of secondary schools for the trust. The proportion of pupils who have SEN and/or disabilities or an education, health and care plan is well above the national average. The school has a special facility for pupils who have speech and language and communication difficulties. This is attended by 22 pupils. The majority of pupils are from White British backgrounds. The proportion of pupils from minority ethnic groups and the proportion of those who speak English as an additional language is below national averages. The proportion of pupils who are eligible for pupil premium funding is in line with the national average. A small number of pupils attend alternative provision at College Central and Plumpton College.
Summary of key findings for parents and pupils
This is a good school This is a rapidly improving school, because of the effective partnership between leaders from the school, the interim executive board (IEB) and Swale Academies Trust. Governance is highly effective. Members of the IEB use their experience and expertise to the best advantage of the school. They monitor the school closely and provide effective challenge and support for school leaders. Since the last inspection, leaders have driven improvement relentlessly. Their determination, and the positive ethos they have created, is helping to promote further improvement. Staff and pupils benefit from the professional development and shared opportunities available through the trust. Staff are keen to learn and to refine their practice. Senior leadership is effective. Middle leaders are committed to enabling further improvement and are developing well. Leaders at all levels embrace new responsibilities. Leaders have improved the quality of teaching, which is now good overall. However, there are some inconsistencies in teaching. Not all pupils are supported or challenged enough to think deeply and explain ideas precisely, particularly the most able pupils. In the past, pupils have not made enough progress. However, better teaching over the last two years means that recent outcomes have improved. Overall, current pupils make good progress. Pupils who have special educational needs (SEN) and/or disabilities make good progress. However, disadvantaged pupils and the most able pupils have not achieved as well as they should. The curriculum and enrichment activities promote pupils’ development well. Careers education, advice and guidance are strengths. Additions to the curriculum are promoting greater levels of aspiration for some pupils and their families. Pupils enjoy a wide range of extra-curricular activities Pupils’ behaviour has significantly improved since the last inspection. Most pupils work diligently and respond well to clear and consistent routines. Overall attendance is below the national average. Leaders are working to reduce pupils’ absence and there are signs of attendance improving. However, the attendance of disadvantaged pupils remains too low.