Easington Academy

Highlights from Latest Inspection

Main findings

This is a good school.

It is improving rapidly and some aspects of its work are outstanding. Students are motivated to work hard and rise to the high expectations of the headteacher and staff, because they have been convinced that they will succeed. Their good behaviour makes lessons flow smoothly and ensures that time is used well for learning.

The extent to which students say they feel safe is outstanding. This is because : they are known as individuals to staff, and the outstanding care, guidance and support provided are tailored to meet individual needs. Students whose circumstances have made them potentially vulnerable are exceptionally well cared for so they are able to learn alongside ...their peers.

The good curriculum contains some excellent features, such as the breadth of subject choice and qualifications available to Key Stage 4 students. The impact of these rapidly developing strengths is evident in the marked rise in students' attainment and accelerating progress at Key Stage 4. The impact is not as strong in Key Stage 3, where recent developments to the curriculum have not had time to embed.

The impact of improvements since the previous inspection is also seen in students' improved attendance and a sharp decline in persistent absence. Students' achievement is good and their attainment is broadly average. Performance in English is better than in mathematics, and the school acknowledges that while attainment in mathematics is improving, there is scope for further improvement in the subject.

Performance in the school's specialist subject, science, is well above average. Regular tracking of progress and significant improvements to teaching are contributing well to students' good progress, although assessment information is not consistently well used to offer a high level of challenge to all students. Where it is used well in lessons that are good or outstanding, all students, including the most able, learn at a brisk pace and their delight in their success is evident when teachers praise their efforts.

Leadership and management are good. Middle leaders, including those new to post, are developing their skills well, for example by sharing good practice. They receive good support from senior staff and so are able to make a good contribution to school improvement.

School self-evaluation is accurate and the correct priorities are set. The headteacher, well supported by senior colleagues, has shown excellent skill and determination in achieving rapid and secure improvement to all aspects of provision and students' attainment in the midst of a major new build programme. The school's good capacity for further improvement is evident in these improvements and in the way it has transformed students' examination performance since the previous inspection.

Information about the school

The school is smaller than average. The vast majority of students are from White British heritages and no students speak English as an additional language. The proportion of students known to be eligible for free school meals is well above average.

A well-above-average percentage of students have special educational needs and/or disabilities; the proportion of students with a statement of special educational needs is in line with that usually seen. The school is a designated specialist college for science. Since the previous inspection the school has formed a loose federation with neighbouring schools and colleges to extend the curriculum offered to students in Key Stage 4.