The Marsh Academy, located in New Romney, Kent, has been rated as good in its recent inspection conducted on November 15 and 16, 2022. The school demonstrates a strong commitment to the well-being and academic success of its pupils. Leaders have established high expectations for all students, ensuring that individual needs are met and that no pupil is left behind, regardless of their challenges. This supportive environment extends into the sixth form, where students have access to a variety of options tailored to their future aspirations.
Pupils at the Marsh Academy benefit from a calm and focused atmosphere, which is a result of the high standards set by staff regarding behavior. Students show respect for one another and for the adults in the school, understanding the importance of maintaining these standards. The school promotes happiness among its pupils, offering a range of clubs and extracurricular activities that encourage participation. Leaders prioritize mental health support, addressing instances of bullying swiftly and effectively, and ensuring that pupils know where to seek help.
The curriculum at the Marsh Academy is well-structured and effectively taught, with subject leaders carefully considering what students need to learn and how to support them in that learning. Teachers possess strong subject knowledge and are adept at assessing pupil understanding, providing necessary support to help students catch up when needed. However, there are areas for improvement, such as ensuring that the curriculum fully reflects the aspirations of the leaders, particularly in design technology and language studies.
Leaders are focused on enhancing literacy among pupils, helping them gain confidence in using key vocabulary and public speaking. While additional support is provided for struggling readers, the frequency of this support could be improved to facilitate quicker progress. The school sets ambitious goals for all pupils, and most students achieve well, including those with special educational needs and disabilities. The specially resourced provision for pupils with autism spectrum disorder is particularly effective, ensuring full inclusion in school life.
The school has established an on-site center for pupils at risk of exclusion, allowing them to continue their education while receiving targeted support. This initiative has proven successful, as pupils generally exhibit good behavior both in lessons and around the school. Although attendance is generally good, some pupils still miss too much school, and leaders are actively working to address this issue.
Personal development is a key focus, with pupils receiving age-appropriate education on healthy relationships and respect for different cultures. Career guidance is also provided, helping students navigate their future options, although there is room for improvement in the structure of this program for sixth-form students.
The leadership and management of the school are effective, with governors aware of the school's strengths and challenges. Staff well-being is prioritized, allowing educators to concentrate on benefiting pupils. The school maintains strong relationships with parents, who largely support the school's initiatives.
Safeguarding measures are robust, with staff trained to identify at-risk pupils and ensure they receive the necessary help. The school fosters a strong culture of safeguarding, teaching pupils how to keep themselves safe and encouraging open communication about concerns.
To improve further, the school must address the high rates of persistent absence, ensuring that all pupils attend regularly. Additionally, the curriculum should be broadened to provide a more comprehensive educational experience, and support for the weakest readers needs to be more effective to help them catch up with their peers.
