Seahaven Academy


Name Seahaven Academy
Website http://www.seahavenacademy.org.uk/
Ofsted Inspection Rating Good
Inspection Date 09 November 2016
Address Southdown Road, Newhaven, East Sussex, BN9 9JL
Phone Number 01273517601
Type Academy
Age Range 11-16
Religious Character Does not apply
Gender Mixed
Number of Pupils 627 (54% boys 46% girls)
Number of Pupils per Teacher 17.4
Academy Sponsor United Learning Trust
Local Authority East Sussex
Percentage Free School Meals 19.8%
Percentage English is Not First Language 3.2%
Persisitent Absence 20.2%
Pupils with SEN Support 15%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. Seahaven Academy is a small secondary school serving the town of Newhaven. The school converted to be an academy in 2014. It is part of the United Learning group. The vast majority of pupils are from White British backgrounds. The proportions of pupils from minority ethnic groups and of those learning English is well below the national average. The proportion of pupils for whom the school receives the pupil premium is above the national average. The proportion of pupils who have support for special educational needs and/or disabilities is below the national average and the proportion of pupils with a statement of special educational needs or an education, health and care plan is well above the national average. The largest level of need is for social, emotional and mental health needs. In 2015 the school did not meet the government floor standards, which set out the minimum expectation for pupils’ attainment and progress. A small number of pupils attend an alternative provision at the Personalised Learning Foundation.

Summary of key findings for parents and pupils

This is a good school The principal provides dynamic leadership focused on rapid and sustainable improvement. With senior leaders, she has created a culture of high expectations, which has transformed the school. The principal, senior leaders and governors are highly ambitious for the school. They have an accurate understanding of the school’s strengths and weaknesses and work effectively to ensure that all pupils achieve more highly. Pupils behave well in lessons and around school. They are supportive and understanding of each other’s similarities and differences. Pupils are well prepared for life in modern Britain. Pupils across the school make good and improving progress. Consistent and effective monitoring by school leaders ensures that teaching and behaviour are good. Leaders’ close monitoring and work with individuals have ensured that pupils who have special educational needs and/or disabilities make good progress. The progress of disadvantaged pupils has improved rapidly. Leaders’ work to improve the quality of teaching and learning has increased pupils’ engagement and improved their progress. Pupils know how to improve their work because teachers use assessment and feedback procedures consistently. Teachers’ hard work to improve literacy and numeracy skills is helping pupils to make good progress. Pupils are well looked after because pupils’ welfare and safety are a high priority for leaders and teachers. Parents and pupils appreciate this. Leaders make good use of support from external agencies to help those who are struggling. Leaders and teachers value the support and challenge from the United Learning group, which has helped the school to improve. Most-able pupils and disadvantaged pupils do not make good enough progress. Exclusions have dropped significantly. Pupils’ attendance has improved, sometimes dramatically. Some pupils, however, still do not attend regularly, especially a number of disadvantaged pupils.