Goodwin Academy, located in Deal, Kent, underwent an inspection on 18 and 19 October 2022, resulting in an overall effectiveness rating of Requires Improvement. The quality of education, behavior and attitudes, and leadership and management were also rated as Requires Improvement, while personal development and sixth-form provision received a Good rating. This was the first inspection under section five of the Education Act 2005.
Pupils at Goodwin Academy develop a strong sense of identity and learn to express their views respectfully. They engage in various roles, such as joining the junior leadership team or becoming anti-bullying ambassadors, fostering a sense of community. The school organizes numerous trips to broaden pupils' horizons and raise aspirations, particularly through visits to universities.
However, challenges exist in behavior management, as some pupils disrupt lessons due to insufficient behavioral expectations. Although pupils are aware of how to report bullying, there are inconsistencies in how staff address these issues, leading to a lack of confidence in the school's response to bullying incidents. The curriculum is thoughtfully designed, but its implementation is inconsistent, resulting in gaps in pupils' learning. Staff do not regularly assess pupils' understanding, which can lead to disengagement and a lack of confidence in their abilities.
Leaders have a clear vision for what pupils need to learn, and subject leaders structure the curriculum to build knowledge over time. However, the breakdown of learning into manageable parts is not consistently applied, and checks on pupils' understanding are infrequent. This has resulted in some pupils struggling to connect key concepts, affecting their performance in key stages three and four.
The school aims to provide an ambitious curriculum for all pupils, including those with special educational needs and disabilities. Pupils in the specialist resource-based provision receive tailored support, and additional help is provided for those facing reading difficulties. However, not all pupils with special educational needs receive the same quality of support, particularly those without an Education, Health and Care Plan. Leaders must ensure that all staff effectively utilize support plans to help these pupils achieve their potential.
Behavior management remains a concern, as not all pupils adhere to the school's expectations. New behavioral guidelines have been introduced, but some pupils continue to struggle with compliance. The behavior support plans lack detail and effective review processes, leading to a cycle of suspensions and detentions for some students, further disengaging them from learning.
In the sixth form, students express satisfaction with the support from their teachers, who effectively promote deep thinking. The curriculum is well-chosen to meet students' needs and prepare them for future opportunities. Regular careers advice and extracurricular clubs enhance students' social skills and confidence.
Attendance is a priority for leaders, and while improvements have been noted for some pupils, support for those with persistent attendance issues is not well-coordinated. Staff appreciate the support and training provided by leaders, who strive to reduce their workload through resource sharing and collaboration with other schools.
The safeguarding arrangements are effective, with leaders identifying at-risk pupils and maintaining communication with external agencies. Staff receive regular training to recognize signs of risk, and the curriculum promotes safe and healthy relationships. However, the record-keeping for safeguarding concerns needs improvement to provide better oversight of support for pupils and their families.
To improve, the school must ensure consistent implementation of the curriculum across all subjects, address the support needs of pupils with special educational needs, enhance behavior management strategies, and improve record-keeping for safeguarding and attendance. These steps are essential for fostering a more effective learning environment and ensuring all pupils achieve their potential.
