|Name||The Five Islands Academy|
|Ofsted Inspection Rating||Inadequate
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Address||Carn Gwaval, St Mary’s, TR21 0NA|
|Religious Character||Church of England|
|Number of Pupils||259 (53.7% boys 46.3% girls)|
|Number of Pupils per Teacher||0.0|
|Academy Sponsor||Leading Edge Academies Partnership|
|Local Authority||Isles Of Scilly|
|Percentage Free School Meals||1.5%|
|Percentage English is Not First Language||0.7%|
|Pupils with SEN Support||10.4%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (28 September 2016)
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
The school does not meet the requirements to publish on its website information about school examination results, the Year 7 catch-up funding or the pupil premium strategy from September 2016. This all-through school is similar in size to the average-size primary school in England. It serves the five populated Isles of Scilly. The majority of primary pupils and all secondary pupils are taught on St Mary’s. Three other bases for primary-aged pupils are located on the ‘off-islands’ of St Agnes, Tresco (which also serves pupils living on Bryher) and St Martin’s. Children in the Nursery provision on St Mary’s attend part time. Children in Reception attend full time. Pupils located on the ‘off-islands’ are taught in mixed-age classes. Mundesley House on St Mary’s provides weekday boarding provision for secondary-aged pupils from the ‘off-islands’. This provision was inspected by a social care inspector at the same time as the educational provision in the school. The school does not use any alternative provision for pupils’ education. The proportion of disadvantaged pupils eligible for support through the pupil premium is low when compared to other schools nationally. Currently, there are no pupils at the school who are in local authority care. Most pupils are of White British heritage and very few speak English as an additional language. The proportion of pupils who have special educational needs and/or disabilities is slightly above average. A higher than average proportion of pupils arrive at or leave the school other than at the normal times. The school meets the government’s current floor standards, which set the minimum expectation for pupils’ attainment and progress.
Summary of key findings for parents and pupils
This is an inadequate school Leaders and managers have not tackled the areas for improvement identified in the previous inspection. Pupils in key stages 2 and 3 have underachieved over time. Their progress is slowing and leaders’ actions to make improvements are ineffective. Teachers’ expectations at key stages 2 and 3 are not high enough. Information about what pupils know, understand and can do is not used to plan their next steps in learning. Assessments of pupils’ progress from Years 2 to 11 are insecure. Leaders and teachers do not know whether pupils are making the progress needed to achieve to their potential. Some low-level misbehaviour in lessons and pupils’ immature attitudes disrupt learning. Systems for checking teachers’ performance are not robust and the findings are not used to bring about improvement. Weaknesses in the range of subjects offered leads to underachievement in subjects other than English and mathematics. The capacity of leaders and governors to improve the school is inadequate. Vacant leadership positions hinder the school’s progress. The school does not meet the national minimum standards for boarding schools. The school has the following strengths Effective leadership of the early years enables children to get a good start to their education. Pupils achieve well in phonics as a consequence of good teaching.