Shoreham Academy

Highlights from Latest Inspection

What is it like to attend this school?

Shoreham Academy succeeds in its mission to bring out 'the best in everyone'. The school is determined that its pupils will succeed, regardless of their need or background.

Pupils thrive on an extremely well-designed curriculum.

Pupils achieve highly across subjects and in national examinations thanks to excellent teaching and extensive wider opportunities. The school has a focused and vibrant atmosphere, where pupils' excellent behaviour supports their learning extremely well.

Staff are deeply invested in inspiring pupils to enjoy school.

The school's 'character education' programme builds pupils' confidence and independence excellently. 'Going extr...a' events provide pupils with an exceptional range of experiences.

The school makes sure that pupils with special educational needs and/or disabilities (SEND) benefit from these fully.

All pupils take on ambitious 'pledges' that commit them to developing resilience and leadership skills. In the sixth form, students become vital ambassadors for the school within the wider community.

Overall, this programme contributes to pupils developing the strength of character to take on demanding work in the academic curriculum and helps to foster the school's exceptionally positive ethos.

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

The school has created a curriculum that is rigorous, broad and highly effective. In English, for example, pupils explore ambitious texts throughout key stage 3, and by Year 10, they are fully prepared for themes such as diversity and colonialism.

Sixth-form business students learn about case studies drawn from the local area. These are brought to life through visits and 'business ambassador' sessions, to deepen their understanding. Staff ensure that the needs of pupils with SEND are identified, understood and met extremely well, enabling them to learn alongside their peers.

Teachers build pupils' knowledge and skills systematically. They explain, model and demonstrate learning before providing pupils with time to practise independently. This means that, in science, for example, pupils become skilled at the demands of practical experiments.

Teachers check and clarify so that pupils' misconceptions are addressed directly.

Biannual assessments inform how teachers adapt learning. Underpinning this, all staff play a role in developing pupils' literacy.

In class, key words are woven into pupils' written work. Alongside this, teachers break down ambitious texts so that pupils understand complicated concepts. Pupils who need further help with reading benefit from 'waves' of targeted support.

This enables them to become more fluent and helps them to access the ambitious curriculum.

Pupils achieve highly in national tests by the end of Year 11. These outcomes reflect the depth of pupils' learning.

Disadvantaged pupils in particular achieve very highly.The school makes skilful use of alternative provision for pupils who need a different approach to learning. These pupils, like their peers, go on to achieve well.

Sixth-form students benefit from high-quality teaching and a very well-designed curriculum. As a result, they are exceptionally well prepared for their future learning and destinations.

The school sets high expectations for behaviour, just as it does for academic study.

Staff are consistent in how they recognise pupils' endeavours, such as awarding 'integrity tickets'. This encourages all pupils to live up to the school's values. Attendance is strong, but leaders are not complacent about it.

They have a clear understanding of the difficulties some families face. By taking a tailored, well-considered approach, the school continues to reduce absence.

The school's personal development provision strongly enhances pupils' experiences.

Careers learning is brought to life for pupils through visits, guest speakers and local connections. Sixth-form students discuss moral and social issues like how to tackle misogyny. Sports and performing arts provide scope for pupils to explore and hone their talents.

Here, as elsewhere within the school, pupils with SEND excel alongside their peers.

The school's professional development offer contributes substantially to the high standards achieved. Within this, leaders are alert to the pressures on staff.

The school has refined its 'core offer' to focus on the most important priorities.

Governors and the trust help to reinforce the emphasis on staff well-being. This enables the school to develop its curriculum and provision in a sustainable way.

In all aspects of school life, leaders have created a deep-rooted culture of high expectations. This is based on a shared commitment to overcoming whatever barriers pupils may face, so they can benefit from an outstanding education.

Safeguarding

The arrangements for safeguarding are effective.