The Littlehampton Academy

What Ofsted said

From the inspection on 3 February 2026

Many pupils build positive relationships with staff and each other, creating a warm and supportive community. Staff take time to understand pupils’ individual circumstances, which helps them feel included and valued. The school provides tailored support through strategies such as the 'Connect Pathway', enabling pupils to re-engage positively with learning. Pupils with special educational needs and/or disabilities receive effective support that helps them learn the curriculum and make steady progress. Pupils usually experience structured, well-sequenced teaching that helps them recall prior knowledge and build new understanding. They talk confidently about routines such as retrieval activities, which strengthen memory and deepen learning. Some pupils, particularly those who do not attend school regularly, have gaps in their learning. They struggle to explain their thinking or keep pace with learning. Teachers work to close these gaps. Published outcomes have remained low for several years and have not improved quickly enough to ensure pupils are well prepared for their next steps. In contrast, improvements in key stage 3 and in the sixth-form curriculum and teaching are having a positive impact. Behaviour in lessons is typically calm and focused. Many pupils value quieter classrooms where they can concentrate. Social times are less settled for some pupils, where occasional negative behaviour affects pupils' sense of security. Pupils are well supervised and serious incidents are rare, but some pupils are not fully confident that concerns such as bullying are always resolved effectively. Attendance expectations are high, yet too many pupils still do not attend regularly. Pupils benefit from a rich personal development offer and varied enrichment opportunities to develop their talents and interests. These experiences help pupils understand how to manage risks such as rail safety. Pupils learn to build self-confidence and prepare for their future ambitiously, including developing their understanding of life in modern Britain.

What the school should improve

• Leaders must continue to refine and implement effective support to reduce persistent absenteeism and improve attendance of pupils. • Leaders must ensure that teachers are skilled at routinely checking pupils’ understanding and starting points so they can expertly adapt teaching effectively, enabling pupils to achieve highly. • Leaders must continue to strengthen positive and inclusive approaches that help pupils manage their behaviour and reduce the risk of suspension. • Leaders should continue to foster positive partnerships and effective communication with parents and carers to ensure pupils receive coordinated support that helps them to succeed.

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