The Ebbsfleet Academy, located in Swanscombe, Kent, underwent an inspection on October 1 and 2, 2019, 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, while the sixth-form provision was noted as requiring improvement. The previous inspection also rated the school as good.
Pupils at the academy are well cared for and respected, with staff maintaining high expectations for all students. This supportive environment fosters a love for learning among pupils, who are encouraged to be independent and resilient. The curriculum is carefully planned to help students achieve these goals. Teachers manage behavior effectively, addressing any issues promptly, which contributes to a calm and respectful atmosphere in the school. Pupils are punctual, courteous, and take pride in their work and school. Strong relationships between staff and students create a safe environment where pupils feel comfortable seeking help when needed. The school promotes mutual respect and celebrates diversity, with bullying being reported as rare and swiftly addressed by teachers.
The leadership at the academy is characterized by determination and passion, particularly from the new principal who emphasizes the importance of education and personal development. Leaders have implemented well-designed plans for continuous improvement, recognizing the significance of a broad curriculum. Changes have been made to allow pupils to choose their GCSE subjects in Year 9, which has led to an increase in the number of students studying geography, history, and modern foreign languages.
Curriculum planning has been meticulous, ensuring that new learning is sequenced logically. Teachers utilize a variety of resources to enhance understanding and retention of knowledge. However, there have been past shortcomings in mathematics instruction, which leaders are addressing by providing more opportunities for pupils to understand the reasoning behind mathematical processes.
Leaders are aware of the additional challenges faced by disadvantaged pupils and those with special educational needs and disabilities. They are working to ensure that the curriculum is adapted to support these students effectively. Pupils have numerous opportunities to develop personal skills and understand societal issues, learning about rights, responsibilities, and financial literacy.
Despite the strengths, there are areas for improvement. Governors need to scrutinize leaders' decisions more closely, particularly regarding the achievement of disadvantaged pupils. The sixth form has not achieved high enough standards, and while changes have been made to the subject offerings, the implementation of these changes has not been managed effectively. Some teachers lack deep knowledge of their subjects, impacting the quality of learning for students.
The safeguarding arrangements at the school are effective, with staff trained to recognize and address potential risks to pupils. The well-being and welfare of students are prioritized, fostering a caring culture throughout the school.
To enhance the overall effectiveness of the academy, leaders must ensure that all teachers possess the necessary curriculum knowledge and skills to adapt their teaching effectively. Additionally, the curriculum must consider the barriers faced by disadvantaged pupils and those with special educational needs. Governance must improve to hold leaders accountable for the progress of all pupils, particularly those who are disadvantaged. Finally, the quality of teaching in the sixth form needs rigorous monitoring to ensure that students receive the support they need to succeed.
