|Name||Marine Academy Plymouth|
|Ofsted Inspection Rating||Inadequate|
|Inspection Date||22 November 2017|
|Address||Trevithick Road, Plymouth, Devon, PL5 2AF|
|Religious Character||Does Not Apply|
|Number of Pupils||841 (52% boys 48% girls)|
|Number of Pupils per Teacher||13.6|
|Academy Sponsor||University Of Plymouth|
|Percentage Free School Meals||32.9%|
|Percentage English is Not First Language||4.9%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
The school does not meet requirements on the publication of information on its website about a named person for parents and visitors to contact initially; destination data of pupils and students; data for key stage 5 on average grade achieved, technical level qualifications achieved, comparison of achievements with the national average; a pupil premium plan for 2017; and details on the spending of the Year 7 catch-up premium. The school does not comply with Department for Education guidance on what academies should publish about its scheme of delegation. This is a smaller than average secondary school with a sixth form. It has a higher proportion of girls, more pupils eligible for the pupil premium and more pupils with a statement of special educational needs or an education, health and care plan than the national average. The school uses six alternative providers: Aspire to Live, Achievement Training, Construction Training Southwest, Discovery College, Norpro Training and Southwest Art Warehouse. The school does not meet the current government floor standards, which set the minimum expectations for pupils’ attainment and progress. In 2016, the 16 to 18 minimum standards were not met for academic qualifications.
Summary of key findings for parents and pupils
This is an inadequate school Leaders have failed to halt the decline in standards. In 2017, outcomes at key stage 4 were significantly below the national average. Pupils have been underachieving compared with pupils of similar ability for the past four years. The progress of disadvantaged pupils is significantly below that of other pupils nationally. Middle leaders have not monitored teaching well. As a result, the quality of teaching is too variable. Pupils’ experiences and success rates are too inconsistent. The most able, including the most able disadvantaged, pupils, are not challenged sufficiently in their learning. The progress of pupils who have special educational needs (SEN) and/or disabilities is not checked in Years 7, 8 and 9. Teaching is not planned to cater for these pupils’ needs. The attendance of pupils is poor. Too many pupils are not coming to school on a regular basis. The school has the following strengths Safeguarding is effective. There is a strong culture of making sure that the most vulnerable pupils are safe. The recent changes to the way the behaviour of pupils is managed have been successful. Learning is rarely disrupted now. Recent appointments to the leadership team have made a good impact in a very short time. Governors have put in measures to halt the decline in standards. Students studying vocational subjects in the sixth form successfully make progress.