Ormiston Maritime Academy

Name Ormiston Maritime Academy
Website http://www.omacademy.co.uk
Ofsted Inspection Rating Requires improvement
Inspection Date 16 January 2019
Address Westward Ho, Grimsby, Lincolnshire, DN34 5AH
Phone Number 01472310015
Type Academy
Age Range 11-16
Religious Character Does not apply
Gender Mixed
Number of Pupils 599 (53% boys 47% girls)
Number of Pupils per Teacher 13.4
Academy Sponsor Ormiston Academies Trust
Local Authority North East Lincolnshire
Percentage Free School Meals 26.9%
Percentage English is Not First Language 5%
Persisitent Absence 22.7%
Pupils with SEN Support 25.4%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school is smaller than the average-sized secondary school. The proportion of disadvantaged pupils is higher than average. The proportion of pupils with SEND is above average. The proportion who have an education, health and care plan is above average. Most pupils are White British. A number of pupils attend Wellspring alternative provision, which has several sites in the local area. The school is a member of the Ormiston Academies Trust. The school receives support from the trust and has begun working in partnership with other local schools as part of the Department for Education’s ‘Transforming Schools’ pilot project. Responsibility for the school rests with trustees, who delegate some powers to the local governing board. The academy trust website and scheme of delegation can be found at http://www.ormistonacademiestrust.co.uk. Since the previous inspection, there have been substantial changes in leadership and staffing in the areas of senior and middle leadership and across a wide range of subjects, including English, mathematics and science.

Summary of key findings for parents and pupils

This is a school that requires improvement In recent years, considerable disruption in teaching and leadership has prevented the school from improving quickly. Past weaknesses in teaching have slowed pupils’ progress over time. Although progress is now improving, some pupils have not made up lost ground. Outcomes for pupils, therefore, require improvement. The quality of teaching, learning and assessment, while improving, remains inconsistent. Adults’ expectations of what pupils can achieve are not consistently high. Sometimes, pupils are not provided with the opportunities they need to consolidate their learning effectively. Teachers do not consistently check that pupils have fully grasped their learning. Achievement in English and mathematics requires improvement. Opportunities for pupils to apply their mathematical skills and knowledge to solve problems and reason in different contexts are sometimes overlooked. Pupils’ written work is not of a consistently good standard. Arrangements to assess pupils’ achievement in key stage 3 are still developing. Governors do not hold leaders to account well for pupils’ progress in this key stage. Behaviour has improved, and most pupils behave well. However, at times, learning is disrupted by the poor behaviour and attitudes of a small minority of pupils. The number of fixed-term and permanent exclusions, while reducing, remains too high. Attendance, while improving, remains below average. Too many pupils are regularly absent. The achievement of some pupils attending alternative provision is limited because of poor attendance. While leaders’ actions have had a positive impact to improve some aspects of the school’s performance, there is still some way to go. Leaders at all levels do not evaluate the impact of their actions rigorously. The school has the following strengths Leaders and governors are clear about what needs to improve. Their actions have already secured some important improvements. Pupils currently in Years 10 and 11 are making good progress in modern foreign languages and in science. Leaders’ actions to ensure that pupils are kept safe, and feel safe, are effective. Effective, impartial careers advice and guidance enable pupils to make appropriate choices about the next stage in their education, employment or training.