The Bourne Academy

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About The Bourne Academy

Name The Bourne Academy
Ofsted Inspections
Principal Mr Mark Avoth
Address Hadow Road, Bournemouth, BH10 5HS
Phone Number 01202528554
Phase Academy
Type Academy sponsor led
Age Range 11-18
Religious Character Does not apply
Gender Mixed
Number of Pupils 953
Local Authority Bournemouth, Christchurch and Poole
Highlights from Latest Inspection

What is it like to attend this school?

The Bourne Academy is a welcoming and inclusive school. Pupils and staff are proud to be members of the school community. The views of many pupils are reflected in the comment made by one, who said, 'The school helps me to be the best version of myself.'

The school is a calm place to learn. Pupils are respectful, friendly and polite. They look out for each other and look after the school environment.

They feel safe and supported by school staff. Bullying is rare, and staff deal with it well. Staff model respectful behaviour and pupils respond positively.

Leaders' ambition for pupils to aspire runs deeply throughout the school. It is reflected in th...e design of the curriculum and pupils' subject choices. Leaders reward pupils for improving their work and attendance.

The school values its many clubs and extra-curricular opportunities. Recitals and performing arts activities are well attended by pupils and parents. Pupils are proud of the Greenpower club's success as international finalists at Silverstone racetrack.

Staff know their pupils well. Teachers support pupils when they are unsure about their learning. Pupils now know and remember more in their time at the school.

This is helping them to achieve.

What does the school do well and what does it need to do better?

Leaders have designed an ambitious curriculum that reflects the national curriculum. They ensure that pupils can study a broad range of subjects.

Leaders have thought carefully about the local context and how the curriculum can support this. Pupils told us that the new curriculum helps them to develop their discussion and debating skills, not just prepare for examinations successfully.

Leaders have made changes to the key stage 3 curriculum.

This has led to a significant increase in the number of pupils, including disadvantaged pupils, studying languages through to GCSE. Many more pupils have also decided to study history and geography at key stage 4. Pupils say these subjects are important to them.

Teachers support pupils to broaden their choices of vocabulary effectively, so pupils use complex language well in subjects such as psychology, religious studies and English. The reading programme supports this, but it is in its infancy.

Where teachers know their subjects well, pupils achieve well.

Teachers help pupils to make connections between what they already know and can do, their current learning, and what comes next. In such cases, teachers use a range of activities to help pupils to remember what they have learned. Consequently, pupils are confident to tackle more difficult work.

However, in some foundation subjects, curriculum leaders have not considered what pupils learn well enough. Pupils, therefore, have gaps in their knowledge and understanding.

Pupils in key stages 3 and 4 follow a coherent programme that supports their personal development.

Pupils learn about tolerance and respecting others. However, leaders have not developed the programme in the sixth form carefully enough, so that students are prepared fully for life outside of school.

Leaders rightly focus on improving attendance.

However, it is not yet as high as leaders want it to be. They have been clear with parents about the importance of regular attendance. Pupils feel motivated when the school recognises their improved attendance.

Staff identify clearly the support pupils with special educational needs and/or disabilities (SEND) require. Many parents of pupils with SEND told us that the school supports their children well. However, at times, teachers are not using the information they receive well enough to adapt their teaching to meet pupils' needs.

Leaders and staff have high expectations of pupils' behaviour. Pupils can therefore learn without disruption. Pupils say that staff are fair when applying the school's behaviour policy.

When pupils' conduct falls below expectations, staff take effective action. Pupils behave well during social times and are considerate of each other. They respond well to staff instructions.

In the sixth form, teachers have good subject expertise. Students can ask and answer complex questions. Sixth-form leaders and staff know students well.

Staff carefully track students' attendance, well-being and progress. Leaders ensure that students get effective careers guidance to prepare them for their futures. Staff value all pathways equally and celebrate their students' successes.

Governors are well informed about the school's strengths and weaknesses. They hold the principal and other leaders to account well. Governors are proud of the strong link with the sponsor school.

Pupils say that this link helps them to understand and appreciate social differences better, particularly through the ambitious exchange programme.


The arrangements for safeguarding are effective.

School leaders have created a strong culture of safeguarding.

The safeguarding team is well trained, skilled and organised. Staff use the school's safeguarding procedures well.

The school has strong working relationships with local primary schools and external services.

The safeguarding team spots problems early. Staff are tenacious in securing external support for vulnerable pupils and their families.

Pupils know how to keep themselves safe, including when online.

School leaders, governors and staff receive regular, comprehensive training. They are up to date with statutory training, including safer recruitment.

What does the school need to do to improve?

(Information for the school and appropriate authority)

In some subjects, particularly foundation subjects, curriculum leaders have not considered the content of their curriculum well enough.

Pupils, therefore, have gaps in their knowledge and understanding. Leaders need to consider carefully how and when pupils will acquire the important knowledge that they need. .

In the sixth form, the curriculum to develop students' understanding of wider personal, social and moral issues is not planned well enough. Consequently, students are not prepared fully for life beyond the school. Leaders need to consider how the key stage 5 curriculum builds on what students have learned before.

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