Phoenix Academy, located in Hailsham, East Sussex, has undergone significant improvements since its establishment as part of the STEP Academy Trust in 2017. The recent inspection conducted in October 2019 highlighted the school’s overall effectiveness as good, with outstanding leadership and management. The quality of education, behavior and attitudes, and personal development were all rated as good, indicating a positive learning environment for students.
Pupils, parents, and carers expressed satisfaction with the school, noting that it has improved considerably over the past two years. Students enjoy learning and feel supported by staff, particularly when they encounter challenges. Older pupils reported feeling safe and free from bullying, although they acknowledged occasional conflicts with peers. The high expectations set by teachers for both behavior and engagement in learning were evident during classroom observations and interactions during break times.
Students take pride in their school and are eager to share their learning experiences. They appreciate educational trips, particularly to local historical sites, which enhance their understanding of the curriculum. While some pupils suggested a desire for more after-school clubs or improved indoor activities during inclement weather, many expressed contentment with their school experience.
The leadership team has high aspirations for all pupils, aiming to overcome the school's past challenges and ensure that current students reach their full potential. The curriculum is well-structured and continues to evolve, with leaders making informed decisions to prioritize areas for improvement. However, some subjects, particularly in the arts and foreign languages, require further development to match the progress seen in core subjects like reading, writing, and mathematics.
Teaching quality has improved significantly, with a focus on key texts that help students build on their prior knowledge. This approach has led to better behavior and increased success in classrooms. Staff development is prioritized, ensuring that teachers have the necessary subject knowledge and high expectations for their students. Collaboration with local schools within the multi-academy trust has facilitated the sharing of best practices.
Historically, pupils have not been adequately prepared for secondary education, but this trend is changing. The school is witnessing rapid improvements in student achievements, particularly for those with special educational needs and those from disadvantaged backgrounds. Younger pupils are learning to read effectively, thanks to well-trained staff, while older students demonstrate enthusiasm for reading and can articulate their thoughts on various texts.
The school also excels in personal development, with strong pastoral care and support systems in place. The curriculum includes a well-adapted personal, social, and health education program that addresses issues of prejudice and tolerance, helping students understand diverse cultures.
In the early years, children are welcomed into a nurturing environment where routines are established, and assessments are thorough. This foundation supports their learning journey, particularly in phonics and other areas of discovery.
Safeguarding measures are robust, with all staff aware of their responsibilities to ensure pupil safety. The culture of safety is prioritized, and leaders maintain effective systems and procedures to protect students.
Despite the positive developments, the school recognizes the need for further improvement. Leaders are focused on enhancing the curriculum, particularly in subjects that are less developed, such as languages. Additionally, while teaching quality has improved, pupil outcomes at the end of key stage two still need to rise to match those of other primary schools. Attendance rates, particularly concerning persistent absence, require attention to ensure all students benefit from the quality education provided. The school is committed to addressing these challenges to foster an even more enriching educational experience for its pupils.
