The Eastbourne Academy

Highlights from Latest Inspection

What is it like to attend this school?

For too long pupils have not achieved as well as they should.

Disruption spoils many of their lessons and some pupils worry about the behaviour and conduct of others. Despite the school being ambitious for all pupils, and knowing their needs well, pupils have not had a consistent and positive experience of school.

Pupils recognise the changes that the school's new leadership team are making.

They appreciate the new approach to promoting positive behaviour, although this is in its early stages. Following a period of staff turbulence, the school's staffing is now more stable. This benefits pupils, many of whom are keen to build positive relationships with their... teachers.

The school's pastoral support offer is well developed. Pupils can get help should they have concerns or need support. However, the school has not been successful in improving the behaviour of some pupils.

Bullying is a concern for some, and some pupils feel that they cannot be themselves for fear of being singled out. As a result, they restrict themselves to certain areas or activities where they feel most secure.

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

The school has undergone an extended period of turbulence in leadership and staffing.

This has resulted in a decline in the quality of education for pupils in all year groups. Pupils' achievement in public examinations, such as GCSEs, has been very low and declined further in 2024. Pupils do not gain the qualifications they need to progress to their next stage in education.

Pupils' learning is disjointed. Sometimes, they build their knowledge effectively, but frequently this is not the case. This is because, although the school has taken appropriate action to strengthen the curriculum, it is not delivered consistently well.

The work that pupils are asked to do does not enable them to develop and apply what they know. In addition, checks made by staff on what pupils understand about what they have been taught are not consistently effective. This means that pupils do not have the knowledge and skills they need to achieve as well as they should.

Over time, leadership and oversight of the school have been poor. Weaknesses in pupils' achievement and behaviour have not been tackled with sufficient urgency or success. The school's new leadership team is aware of these significant concerns and is beginning to take action.

Some initial, limited improvements have been made across the school. Staff are receiving training aimed at developing the curriculum, learning and behaviour in lessons, but aspects of this work are at a very early stage. Most staff feel well supported by leaders and believe that their workload is managed appropriately.

Some pupils appreciate these changes because they are starting to see that the support provided is beginning to help them become more confident learners.

Currently, few pupils study the English Baccalaureate group of qualifications. The school has made changes to encourage a greater uptake of modern foreign languages, and to ensure pupils and families understand the benefits of attaining a broad range of qualifications.

The needs of pupils with special educational needs and/or disabilities (SEND) are well understood. 'The TLC', the school's specially resourced provision for pupils with autism, supports pupils well. Additionally, across the school, the adaptions that individual pupils with SEND need to maximise their learning are clearly set out for staff.

However, pupils with SEND do not achieve as well as they should because of the weaknesses in the school's quality of education.

Reading is a priority across the school. Checking of pupils' reading stage and progress is systematic in all year groups.

Targeted help is provided where needed. Pupils who are not yet fluent readers receive additional intervention, including phonics.

Over time, too many pupils have not attended school regularly.

As a result, many pupils have experienced a fragmented education. The school has recently introduced new structures and processes to support pupils to attend more. These new initiatives are starting to reduce the high levels of persistent absence from school.

Some pupils do not feel at ease in school because of the boisterous or disrespectful behaviour of others. Derogatory language is too common. Leaders have introduced a range of new initiatives to improve behaviour.

For instance, pupils typically appreciate the school's approach to rewarding them when they behave well. Where the school's new behaviour processes are used consistently, pupils are able to focus on their learning. However, too many pupils do not behave well enough, meaning learning is regularly disrupted throughout the school day.

The school's careers education is precisely targeted to the needs of pupils. It successfully raises aspiration through helping pupils to understand the world of work. Pupils are taught to keep themselves safe and healthy.

However, the broader education that pupils receive, about fellowship and tolerance, has not resulted in pupils treating each other, and adults, with dignity and respect.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Over time, leadership and oversight of the school has been ineffective.

Pupils' underachievement and disruptive behaviour have not been tackled with sufficient urgency. The school and those responsible for governance should make sure that strong oversight of the school drives rapid improvement. Pupils' achievement, particularly for disadvantaged pupils and pupils with SEND, remains low.

As a result, many pupils do not attain the qualifications that they need to progress to their next stages of education, training or employment. The school should ensure that achievement of all pupils improves, and that all pupils are given access to high-quality education. ? Over time, too many pupils have been regularly absent from school.

The proportion of pupils who miss a significant amount of their schooling remains high. Consequently, many pupils miss vital learning and do not have the knowledge and skills they need to achieve well. The school should ensure that it continues to review and adapt its current approaches, so that attendance improves rapidly, persistent absence decreases and that in-school truancy is eradicated.

• The school does not ensure that the expectations of pupils' behaviour are consistently high. Many pupils are unclear about the expectations of their behaviour or the importance of treating others with respect. In lessons, disruption is frequent and, as a result, some pupils feel anxious or uncomfortable.

This negatively affects pupils' learning. The school should clarify its expectations for pupils, including what happens when these are not met. It should ensure that there are systems in place to support staff and to follow up on sanctions when required.

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