Bexhill High Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Bexhill High Academy are proud to be part of the school.

They appreciate the support and guidance they are given and value the opportunities to flourish beyond their lessons. Pupils are enthusiastic about the sporting fixtures, school trips and clubs that they attend, in particular the annual whole-school production. Pupils benefit from opportunities to develop their interests and leadership skills, for example by leading charity events in the local community.

Pupils recognise the significant improvements to the school, especially to the curriculum and teaching. They learn an ambitious curriculum and increasingly achieve well. This includes pupils with speci...al educational needs and/or disabilities (SEND) and those who are disadvantaged.

Pupils typically behave very well. They follow the schools' expectations for their conduct in lessons and around the school. Pupils know who they can go to for support if they are worried about anything.

Bullying is rare, but when it does happen, pupils are confident to report it because they know that it will be dealt with effectively. This makes them feel safe.

Pupils benefit from a thorough programme of personal development.

This includes well-organised careers education and help with how to keep safe in the local community, as well as online.

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

The school is a pleasant, vibrant place to learn. The school's focus on the core values of being 'aspirational', 'firm but fair' and of 'collective responsibility' has led to significant improvements across the whole school.

Senior leaders and trustees accurately identify the school's strengths and relative weaknesses. They put in place secure plans to make things better. Staff are proud to work at the school.

They feel well supported with their workload and well-being.

The curriculum is broad and balanced. It caters for pupils' interests well.

An above-average proportion of pupils take the English Baccalaureate set of GCSE qualifications. Pupils are also able to study a range of other subjects, including both academic and vocational subjects.

The school recognised that, previously, pupils' outcomes were too low.

The school has reorganised the content of the curriculum so that pupils learn new information in a logical order. Staff are well trained in adapting learning to meet pupils' needs, especially pupils with SEND. They do this increasingly well.

Teachers are becoming more consistent at checking what pupils have learned before moving on to teach new knowledge. As a result, current pupils remember more of what they are taught, and so they achieve more than previous cohorts.

The school has identified that some pupils do not read accurately or fluently enough when they join the school.

These pupils receive additional help to improve their reading, including help with phonics where this is needed. This helps them to access the rest of the curriculum more successfully.

The school has high expectations for pupils' behaviour and conduct, which pupils rise to meet.

Lessons are rarely disrupted. Pupils who need additional help to maintain positive behaviour are identified and supported to improve. Pupils appreciate the rewards they receive for making positive contributions to the school, such as the 'Year 8 lottery'.

The school uses appropriate processes to identify, support and review the needs of pupils with SEND. The school works well with outside agencies to provide additional help for those that need it. Pupils who are part of the special educational needs resource base typically attend lessons with the rest of the school.

They value being able to access the resource base when they need to, for example if they need help to regulate their emotions or to receive additional help to meet the needs of their education, health and care plans.

Pupils' attendance is a high priority. Most pupils attend school regularly.

The school works well with pupils and their families to help improve the attendance of those pupils who sometimes struggle to come to school.

The school's approach to developing pupils' character is well organised. The school helps pupils to understand local risks in the community, as well as more global risks that pupils may face, for example online.

Pupils appreciate the age-appropriate sex and relationships education they receive, along with learning about how to maintain good physical and mental health. The school is inclusive and ensures that differences are celebrated.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Sometimes, teaching moves on too quickly and pupils' understanding of the curriculum is not secure enough before new content is taught. This means that pupils have gaps in their knowledge, and they underachieve. Leaders should ensure that all teachers follow the school's agreed procedures for adapting learning and checking pupils' understanding consistently well so that pupils' achievement rises further.

Also at this postcode