|Name||The Hastings Academy|
|Ofsted Inspection Rating||Good|
|Inspection Date||30 January 2018|
|Address||Rye Road, Hastings, East Sussex, TN35 5DN|
|Religious Character||Does Not Apply|
|Number of Pupils||860 (58% boys 42% girls)|
|Number of Pupils per Teacher||17.9|
|Academy Sponsor||University Of Brighton (Hastings Academies Trust)|
|Percentage Free School Meals||28.6%|
|Percentage English is Not First Language||2%|
Information about this school
The academy is part of the University of Brighton Academies Trust. It works in close partnership with St Leonards Academy and they share the same local governance board. The principal was appointed, after a short period as acting principal, permanently to the role in April 2017. The number of disadvantaged pupils supported by pupil premium funding is well above the national average. The school currently meets the government’s floor standards for achievement at key stage 4. The proportion of pupils who have SEN and/or disabilities is higher than the national average. The school accommodates a specialist resource centre for a small number of pupils with speech, language and communication difficulties, which is funded by the local authority. Around 40 pupils, of whom 31 are part time, attend alternative learning providers including Personalised Foundation for Learning, College Central, Education Futures Trust, YMCA, Plumpton College and Sussex Coast College.
Summary of key findings for parents and pupils
This is a good school This is a rapidly improving school. The principal has transformed the school since his recent appointment, by raising the whole school community’s expectations of what pupils can achieve. Parents, staff and pupils all agree that there has been a sharp improvement in all aspects of school life. Exceptional leadership and a clear sense of moral purpose at all levels drive strong ambition. The University of Brighton Academies Trust provides good support and challenge to school leaders. Pupils are proud to belong to The Hastings Academy and are now thriving and making good progress in the new ambitious culture. Parents are extremely positive about their child’s experience at the school. The school is over subscribed. Teaching has improved rapidly. The principal has acted swiftly to recruit and retain good teachers. Leaders have made sure that reading is a priority. Pupils read regularly and many say they love reading. Leaders ensure that disadvantaged pupils are very well supported and so make the same or better progress than other pupils. Pupils are happy and say they are safe. The school’s safeguarding procedures are highly effective. Leaders make very good use of achievement information to check on pupils’ progress. They take prompt action should they find any underachievement. Pupils’ behaviour has improved markedly. Their behaviour is good in lessons and around the school. They are polite, well mannered and courteous. Pupils who have special educational needs (SEN) and/or disability are supported well and make good progress. The speech language and communication unit is very effective in meeting pupils’ communication needs. There are small pockets of less effective teaching, particularly in English, because : teaching does not match pupils’ needs well enough. Leaders know that there are still improvements to make in boys’ reading and writing skills. Most-able pupils are not always given work that challenges them enough. While attendance has improved, there are still a small number of pupils who do not attend regularly enough.