Ocean Academy Poole

Highlights from Latest Inspection

Outcome

There has been no change to this school's overall judgement of good as a result of this ungraded (section 8) inspection.

However, the evidence gathered suggests that the inspection grade might be outstanding if a graded (section 5) inspection were carried out now. The school's next inspection will be a graded inspection.

The principal of this school is Colleen Duggan.

This school is part of Aspiration Academies Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Steve Kenning, and overseen by a board of trustees, chaired by James Pomeroy. There is also an executive principal, Jo Quarrie who is respon...sible for this school and one other.

What is it like to attend this school?

The school's motto, 'No limits. No barriers', is exactly what pupils experience at Ocean Academy. Pupils achieve exceptionally well.

This includes pupils with special educational needs and/or disabilities (SEND), and those who are disadvantaged. Results from national tests are significantly above average at key stage 2. This is testament to the impact the school's curriculum has on pupils.

Pupils' behaviour and their attitudes to their learning are impressive. They work hard in all subjects. They meet the high expectations teachers have, producing work that is of a consistently high quality across the curriculum.

Pupils have a strong moral code. They understand the rewards and sanctions which they feel staff use fairly. Pupils have a vast range of opportunities to take on leadership roles.

These contribute significantly to the daily life of the school. The anti-bullying ambassadors are proud of their roles and rarely have to sort out any fallouts between pupils. This is because pupils feel accepted as they are.

The wider development offer is exceptional. Pupils benefit from a curriculum well beyond the academic. The offer is inclusive.

Everyone has plenty of exciting opportunities to expand their interests and talents.

What does the school do well and what does it need to do better?

The school has designed a curriculum that is broad and ambitious for all pupils. It has identified, in detail, the knowledge pupils need to know.

The skilful sequencing of knowledge ensures pupils learn effectively. Pupils recap and consolidate prior learning before moving on to secure new knowledge. Consequently, pupils keep up because gaps in learning do not widen.

There is no ceiling placed on pupils' progression through the curriculum. The school delivers 'deeper thinking' challenges to all pupils. These challenges are ambitious and focus on the application of pupils' knowledge.

Pupils are highly motivated by these activities and often use high quality writing to explain their thinking. Where necessary, pupils with SEND have reading and writing barriers removed. This enables them to excel in other areas of the curriculum.

The school is highly analytical in its use of assessment. It uses a range of processes to identify and address trends in pupils' gaps in knowledge. The curriculum is adapted to reflect what pupils know and can do.

Reading is a golden thread through the curriculum. Books are chosen for their literary value and often complement the knowledge in other subjects. Pupils are excited by them.

Many choose to continue reading them if there has not been time to finish the full book.Leaders have implemented a successful phonics programme for those pupils at the early stages of reading. On entry to Year 3, assessments ensure pupils have high quality support where needed.

Pupils having phonics support gradually move into whole class reading sessions over the year. This means that they build accuracy and fluency in their own carefully matched reading books as well as being immersed in the whole class texts.

Key vocabulary is a significant focus in other subjects.

Teachers use a range of strategies to ensure pupils understand subject specific language. For example, in science, teaching begins with a vocabulary flashcard activity. Pupils rise to the challenge of reading the subject-specific words and explaining their meaning.

Teachers continually assess pupils' recall. They determine words that are secure or need further practice. As a result, pupils are continually building up their technical vocabulary.

They are then confident and competent at using these in their written work.

The trust and school invest in staff well-being and professional development. Leaders manage staff workload in ways that teachers appreciate.

For example, teachers have strong subject knowledge. This is because subject leadership works alongside them at the planning and delivery stages to support their knowledge and confidence. Many staff are encouraged to be experts in their field.

They share their knowledge within the school and beyond.

Safeguarding

The arrangements for safeguarding are effective.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good in May 2018.

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