East Point Academy

What Ofsted said

From the inspection on 16 June 2026

East Point Academy is a kind, warm school. Pupils enjoy coming to a school where they are recognised as individuals. Pupils with special educational needs and/or disabilities are confident that their teachers know how to help them. This is a safe place where pupils, irrespective of their background, are encouraged and nurtured. Pupils attend well and flourish. Older pupils see how recent changes have improved their school. They can see that new leaders want them to achieve highly. Pupils have positively responded to their teacher’s call to be the best they can be. Consequently, pupils work hard and produce high-quality work. They secure important knowledge. Pupils are beginning to learn and achieve well. Pupils’ current learning is not reflected by recent, below average published outcomes. They are well prepared for their next steps. Leaders have raised the expectations of pupils’ behaviour. As a result, pupils enjoy a calm and respectful climate. Pupils learn in orderly classrooms. Learning is rarely disrupted. Around school, pupils move with purpose. Pupils enjoy socialising with their friends in an attractive, well-kept environment. Pupils value their surroundings. The gardening club maintains pleasant social spaces to a high standard. Pupils respect their work and take care to look after the buildings and grounds. Pupils understand the rich tapestry of life in modern Britain. They respect difference and celebrate the benefits diversity brings to their lives. Pupils enjoy representing their school. They wear team kits with pride in sporting activities. Pupils enjoy celebrating their participation and achievement in school sports, at the school's annual sports awards evening. A healthy rivalry between the 4 houses, named after the Lowestoft Scores, helps pupils secure a sense of identity and teamwork. Many pupils enjoy the opportunity to foster their existing talents or take up new interests. The popular Duke of Edinburgh’s award programme supports pupils to grow their self-belief, while making a positive contribution to their community.

What the school should improve

• Leaders should ensure that staff have the expertise to accurately check pupils’ understanding of new learning and adapt their teaching to address gaps and misconceptions swiftly.
• Leaders should ensure that the writing curriculum, including support for pupils who need help with handwriting, is implemented consistently across the curriculum to support pupils to secure and use key writing knowledge.
• Leaders should continue to support pupils to understand how to meet their high expectations for behaviour.

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