City Academy Whitehawk, located in Brighton, East Sussex, has recently undergone an inspection that highlighted its overall effectiveness as good. The school, which caters to a diverse student body, including those with special educational needs and disabilities, fosters an environment where all pupils feel valued and cared for. The headteacher, Thomas McMorrin, leads the school, which is part of the Aurora Academies Trust, overseen by CEO James Freeston and chair of trustees Martha Burnige.
The inspection revealed that the quality of education provided is good, with outstanding ratings in behavior and attitudes, personal development, leadership, and management, as well as early years provision. The school has made significant strides since its previous inspection, where it was also rated good. Pupils demonstrate strong academic performance, particularly in mathematics, where current achievement surpasses the previous low national test results.
Pupils exhibit respectful and kind behavior, adhering to the school's high expectations for conduct. This is reflected in their exemplary behavior in classrooms and during break times, creating a joyful atmosphere throughout the school. The school emphasizes the importance of attendance, with staff actively monitoring and ensuring that pupils understand the significance of being present.
Safety is a priority at City Academy Whitehawk, with robust safeguarding measures in place. The curriculum includes personal development units that help pupils feel secure and supported within their community. Pupils are aware of trusted adults they can turn to for help, and the focus on mental and physical health is evident in their language and actions.
The school excels in its early years provision, providing children with an exceptional start in Nursery and Reception. The curriculum is carefully sequenced and rigorous, preparing children for future educational stages while fostering essential language and communication skills. The staff's dedication to creating meaningful relationships with pupils enhances the learning experience.
The curriculum design reflects the school's ambition for its pupils, with a focus on raising aspirations and broadening horizons. Subjects such as religious education are designed to promote community understanding and respect. The support for pupils with special educational needs is of the highest standard, with staff making thoughtful adaptations to meet individual needs.
While the school has made significant progress, there are areas for improvement, particularly in mathematics. The impact of the curriculum in this subject is not yet fully realized, and the school must ensure that staff consistently follow the planned curriculum and address knowledge gaps promptly.
The reading curriculum is systematic and engaging, fostering a love for reading among pupils. The school has implemented a well-structured approach to reading from the outset, resulting in pupils becoming fluent and enthusiastic readers. The new library and initiatives like the weekly reading raffle contribute to this positive reading culture.
City Academy Whitehawk's commitment to high expectations for behavior is evident, with pupils demonstrating appreciation and respect for staff. The school has a meticulous approach to addressing attendance issues, leading to tangible improvements, especially among disadvantaged pupils.
The personal development provision is exemplary, tailored to the school's context and aimed at raising pupils' aspirations. Opportunities such as careers fairs and extracurricular trips help pupils understand the world beyond their immediate environment.
Leaders at all levels share a passion for the school's mission, balancing the pursuit of educational excellence with staff welfare. The school fosters a strong sense of community among staff, trustees, and governors, working collaboratively with parents to enhance the quality of education.
Overall, City Academy Whitehawk is a school that prioritizes the well-being and development of its pupils while striving for continuous improvement in educational outcomes.
