Atlantic Academy Portland

What Ofsted said

From the inspection on 24 March 2026

Pupils in the primary phase enjoy learning and benefit from effective teaching. Children in the early years get off to a positive start. By the end of key stage 2, pupils have generally gained the foundations that they need. Their performance in national tests consistently reflects this, aligning with national averages. Pupils who face barriers to learning and/or wellbeing typically receive the support necessary. In the secondary phase, pupils’ experiences of the curriculum and teaching are less positive. This is particularly true for pupils who face barriers to learning, such as those with special educational needs and/or disabilities. Pupils’ weaker achievement is evident in examination results, which are consistently below national averages. Teaching is not adapted well to meet pupils’ needs. Checks on pupils’ understanding are not typically effective enough. As a result, pupils have gaps in their knowledge and skills. Consequently, pupils are not as well prepared for their next steps as they should be. Pupils typically have constructive relationships with each other and staff. In the primary phase, pupils have positive attitudes to learning and feel a keen sense of belonging to the school. They attend regularly and feel safe. They value opportunities beyond the taught curriculum, including gaining basic knowledge and skills in sailing. Pupils in the primary phase develop their understanding of important values, such as respect and tolerance. In the secondary phase, leaders have raised their expectations of pupils’ attendance and behaviour. Pupils typically live up to these expectations, meaning that learning usually proceeds undisturbed. Bullying issues are generally dealt with effectively by leaders. However, some secondary-aged pupils do not develop a good understanding of important issues, such as celebrating diversity. As a result, they are not as well prepared for the future as they should be.

What the school should improve

• Leaders should ensure that teachers in the secondary phase make effective adaptations for pupils who face barriers to learning, so that pupils learn well and thrive.
• Leaders should ensure that teachers in the secondary phase use assessment effectively to identify and remedy gaps in pupils' knowledge.
• Leaders should raise pupils’ achievement at key stage 4, so that pupils are better prepared for their next steps.
• Leaders should strengthen the impact of the personal development programme in the secondary phase, so that all pupils are well prepared for life in modern Britain.
• Leaders should ensure that improvements in the secondary phase are embedded quickly and consistently, so that they have a sustained impact on pupils’ outcomes.

Read the full Ofsted report (opens in a new tab)