Ormiston Maritime Academy in Grimsby, Lincolnshire, underwent an inspection on July 19 and 20, 2022, and received an overall effectiveness rating of good. The quality of education, behavior and attitudes, personal development, and leadership and management were all rated as good. This marked a significant improvement from the previous inspection, which had rated the school as requiring improvement.
Pupils at the academy report feeling safe and happy, with strong relationships between staff and students. The leadership team has a clear vision for the school and has focused on addressing areas needing improvement. High expectations are set for pupils, and clear routines have been established throughout the school day. While behavior has improved overall, a small minority of pupils still struggle to adhere to the established rules.
The school offers a variety of extracurricular activities, including sports, debating, and the Combined Cadet Force, which leaders encourage all pupils to participate in to enhance their well-being, especially following the disruptions caused by the pandemic. Pupils are educated about bullying, and they report that it is infrequent, with confidence in staff to address any incidents that do occur.
The curriculum at Ormiston Maritime Academy is ambitious, with leaders identifying key knowledge that pupils should acquire in each subject. Teachers demonstrate secure subject knowledge and have implemented methods to assess what pupils know and remember. This practice is well established in subjects like science, English, and modern foreign languages, though it is less developed in subjects such as geography and mathematics. This inconsistency can lead to pupils learning new content before fully grasping previously taught material.
The school has introduced a new curriculum aimed at increasing the number of pupils studying for the English Baccalaureate, which includes subjects such as English, mathematics, science, a language, and either history or geography. This initiative has created more opportunities for pupils to take various subject combinations, including separate sciences and different languages.
Most pupils exhibit good behavior, supported by routines for movement around the school and a consistent rewards and consequences system. However, a minority of pupils do not follow the rules, leading to high rates of suspensions. Leaders are committed to addressing this issue and have implemented alternative provisions for pupils struggling to engage with the curriculum.
Personal development is prioritized, with a well-planned curriculum that teaches pupils about healthy relationships and age-appropriate understandings of sexual harassment and abuse. High-quality careers advice and guidance are provided, meeting the requirements of the Baker Clause, which mandates information about technical education qualifications and apprenticeships for pupils in certain year groups.
Pupils with special educational needs and disabilities receive effective support, with teachers adapting their instruction to meet their needs. The school is well led by a passionate headteacher, and staff feel supported and receive regular training. Parents express positive views about the school's progress, with a high percentage willing to recommend it to others. Governors actively challenge leaders on key issues, and they receive training from the Trust.
The safeguarding arrangements at the school are effective, with a strong culture of vigilance among staff. Leaders ensure that safeguarding is a shared responsibility, and staff are well-trained to identify and report concerns regarding vulnerable pupils. The school collaborates closely with external partners to ensure that pupils receive necessary support.
To improve further, the school needs to ensure that assessment practices are consistently applied across all subjects to accurately gauge pupils' understanding of essential content. Additionally, efforts should continue to reduce the incidents of poor behavior that lead to suspensions and permanent exclusions.
