The Shoreline Academy

Highlights from Latest Inspection

What is it like to attend this school?

Leaders are ambitious for all pupils and want them to achieve well. However, the quality of education pupils receive is not yet good.

Some aspects of the curriculum are not implemented well enough across all subjects and phases. Pupils' learning and experiences in some subjects are not good enough.

Many pupils who attend the school have had very negative experiences of education previously.

Staff quickly get to know pupils and families well. Pastoral support is a strength. Pupils feel happy and cared for in school.

They develop strong and trusting relationships with all adults in school. One parent stated, 'Shoreline has given my son a second chance ...to learn again.'

Staff have high expectations for pupils' behaviour.

Staff model these expectations, so pupils develop belief in themselves. Most pupils have positive attitudes toward learning. Pupils say bullying rarely happens.

When it does, adults deal with it well.

Leaders give careful consideration to pupils' emotional and personal development. They provide pupils with a wide range of experiences outside of the classroom, including forest school opportunities.

This helps pupils develop their confidence and resilience. Pupils debate moral and social issues both formally and informally and engage in discussion and debate.

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

Leaders have worked hard alongside staff to create a trusting and happy environment.

Staff and pupils work as part of an inclusive community. All staff value the teamwork approach in school. Staff recognise and appreciate the importance leaders place on everyone's well-being.

Leaders have rightly focused on improving the quality of reading. They recently implemented a new programme for the teaching of phonics in the primary phase. Staff teach phonics systematically.

Pupils read books that match the sounds they are learning. Adults focus on developing pupils' reading skills across other aspects of the literacy curriculum. Pupils in the primary phase say they enjoy reading.

However, this positive view of reading is not reflected in pupils' attitudes in the secondary phase. Secondary pupils do not read widely and often. Many say they do not like reading.

They do not receive enough encouragement or opportunities to read a wide range of texts for pleasure.

Leaders organise wider curriculum subjects in key stage 4 well. This enables pupils to gain the skills they need for work or further education in the future.

Here, pupils learn what leaders intend.

At key stage 3, leaders have not considered how the curriculum is broken down into smaller steps of learning. As a result, pupils' learning is often disjointed and unconnected.

In some subjects, pupils do not build on what they know and can do.Subject leaders do not monitor effectively how well pupils learn the curriculum. Consequently, they are unsure of what is working well for pupils and what needs to improve.

All pupils in the school have special educational needs and/or disabilities (SEND). Leaders carefully identify pupils' needs when they arrive at school. However, teachers do not plan learning precisely to ensure that all pupils make the progress of which they are capable.

This slows their learning.

Pupils show positive behaviours. At times, some pupils can fluctuate in mood.

Staff manage this well. They are not afraid to challenge poor behaviour. Staff successfully re-engage pupils in learning.

They know the triggers that may cause increased anxiety for pupils. Staff manage these situations appropriately.

Leaders prioritise pupils' personal development.

They develop pupils' character through outdoor learning activities, including paddle boarding, visits to the beach, fishing and challenges such as entering competitive events. Pupils learn about fundamental British values. They understand the importance of being respectful and tolerant of difference.

Leaders have established an effective careers programme that raises pupils' aspirations. Pupils appreciate the support in finding appropriate college places and apprenticeships.

Trust leaders have an accurate understanding of the school.

They know the school curriculum is not yet good enough. Pupils' attendance remains of concern, although improving because of leaders' determined actions.

Safeguarding

The arrangements for safeguarding are effective.

Leaders act in the best interest of pupils to keep them safe. They understand the needs of their pupils well. Staff receive up-to-date safeguarding training.

Regular briefings on local issues raise staff's awareness of challenges in the community. Leaders actively engage with external agencies to support vulnerable children. Systems for reporting concerns are effective.

Staff know what to do if they are worried about a child.

Checks on staff's suitability to work with children are thorough. Pupils feel safe in school.

They know who they can talk to if they have a concern. Pupils learn how to stay safe through the curriculum, including staying safe online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some curriculum subjects are not coherently organised or sequenced, particularly in key stage 3.

As a result, pupils do not build on what they already know and can do. Subject leaders need to identify the order in which pupils learn important knowledge in all subjects, so they know more and remember more over time. ? Leaders have not yet found ways to encourage reading for pleasure for pupils in the secondary phase.

As a result, these pupils do not read widely or often. Leaders need to ensure that the curriculum for reading is effective across all phases. They need to ensure all secondary pupils have access to good reading material and read regularly.

• Subject leaders do not have full oversight of the development and implementation of their curriculum area. They do not routinely check how effectively pupils learn the curriculum. Leaders need to ensure that subject leaders know how well their subject is implemented across the school.

• Staff do not use leaders' assessments effectively enough when planning learning for pupils with SEND. As a result, some pupils do not make the progress of which they are capable. Leaders need to ensure outcomes from assessment focus precisely on what pupils need to be able to do next.

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