Ofsted: Blackpool's Hawes Head Academy is failing to provide acceptable standard of education

A Blackpool school has been placed in special measures by Ofsted after inspectors determined the school is “failing to provide an acceptable standard of education”.

Hawes Side Academy in South Shore was visited by a team of inspectors, led by His Majesty's chief Inspector Dianne Holcroft, in April 2026.

While safeguarding and Early Years provision at the Johnsville Avenue school met expected standards, the school was deemed to be ‘needing attention’ around attendance and behaviour, inclusion and personal development and wellbeing.

Chief inspector Holcroft also concluded the school required ‘urgent improvements’ in achievement, curriculum and teaching and leadership and governance.

In a report published on September 14, she said: “His Majesty’s Chief Inspector is of the opinion that this school requires special measures because it is failing to provide an acceptable standard of education, and the persons responsible for leading, managing or governing the school are not demonstrating the capacity to secure the necessary improvement in the school.”

Since the inspection- which took place on April 14, 2026- Hawes Side Academy has undergone a change in structure, joining the Endeavour Learning Trust ahead of the 2025/26 academic year.

Leaders at Hawes Side Academy welcomed the report adding the school was in an “important new chapter” and they now had “access to the expertise, support and wider experience of colleagues across the Trust as we address the areas identified by Ofsted”.

What is like to be a pupil at Hawes Side Academy?

Chief inspector Holcroft said: “Too few pupils at this school achieve as well as they should.

“Attainment in national assessments at the end of Year 6 has been well below average over time. Pupils' experiences in lessons do not help them to build knowledge effectively across the curriculum.

“Pupils, particularly those who are disadvantaged, those with special educational needs and/or disabilities and those known to children's social care, do not develop the knowledge and skills they need for their next stage of education. Pupils do not attend school often enough and miss important opportunities to learn and socialise.

“Despite these weaknesses, this is a welcoming school, where most pupils, staff, and parents and carers feel supported. From the Reception Year, children benefit from warm and nurturing relationships with adults. They enjoy learning, making friends and working together, developing a genuine sense of belonging as they settle into school life. Pupils feel safe because they know they have trusted adults they can turn to. Pastoral staff listen carefully to any concerns and provide suitable support for pupils and their families.

“Pupils know the school's values of reflection, resilience, respect, responsibility and relationships. They try hard to embody these in daily life. Behaviour is typically calm and orderly. Pupils understand the school rules, which they view as fair and well applied. Bullying is not common. When incidents occur, staff respond quickly.

“Pupils are taught how to stay safe and healthy. They understand what makes a relationship healthy and how to stay safe online. Older pupils develop an understanding of the characteristics that are protected by law, such as race, fundamental British values and cultural diversity. Pupils have opportunities to take part in enrichment activities and wider experiences, although some pupils do not benefit fully from these.”

The inspection findings

Pupils' overall attendance is below the national average. Too many pupils miss important learning due to absence, particularly those who are disadvantaged and those with special educational needs and/or disabilities (SEND).

Some pupils do not meet the school's expectations for behaviour, including at breaktimes and lunchtimes.

The support that disadvantaged pupils and those with special educational needs and/or disabilities (SEND) receive is not matched closely enough to their individual needs. Leaders identify pupils' needs early and put plans in place promptly. However, the targets within these plans are not specific enough to guide how teachers adjust their teaching. Staff have started to develop their knowledge of how to build on and adjust support for pupils with SEND but this is at an early stage. As a result, most disadvantaged pupils and those with SEND do not achieve as well as they should.

Leaders understand the challenges that disadvantaged pupils face and have strategies in place to improve their outcomes. However, they do not check closely enough whether these strategies improve pupils' attendance or achievement. Pupil premium funding does not have the impact that leaders intend.

Pupils do not benefit equally from the experiences the school provides. Leaders do not keep a clear enough record of which pupils attend enrichment activities, trips and visits. This means they cannot be sure that pupils who are disadvantaged have the same access to these opportunities as their peers.

Pupils do not achieve as well as they should. Too many pupils leave the school without the knowledge and skills they need for secondary school. Pupils have wide gaps in their basic knowledge. These gaps grow as pupils move up through the school and prevent pupils from building knowledge securely. Pupils' attainment in national tests at the end of key stage 2 is far below that of pupils nationally and has been for a number of years. Disadvantaged pupils do not reach the standards they should. Their outcomes are well below those of other pupils nationally, and the attainment gap between disadvantaged pupils and non-disadvantaged pupils is wide.

Pupils' attainment in the Year 1 phonics screening check is typically above the national average. However, this success does not transfer into pupils' independent reading. Many pupils do not develop the knowledge and skills they need in reading, writing and mathematics.

The curriculum does not clearly set out what pupils need to learn in each subject at each stage.

Teaching does not check regularly what pupils know and understand. This matters most for pupils with special educational needs and/or disabilities and disadvantaged pupils. Errors in pupils' knowledge persist because teachers do not address them effectively. Some teachers lack the subject expertise needed to support pupils to catch up in reading, writing and mathematics.

Leaders lack an accurate understanding of the quality of teaching. They have not identified how far classroom practice falls short of the curriculum’s intentions.

Leaders have not acted with sufficient urgency to improve the quality of pupils' education. They have not responded quickly enough to address the areas for development found at the last inspection. A period of uncertainty in staffing has hindered the progress needed.

School leaders do not provide the board of trustees detailed enough information about the school's performance.

Positives

Despite the concerns Ofsted did find positive improvements at the school.

Chief inspector Holcroft said: “The school is a calmer, more orderly and more respectful place than previously. Pupils' attitudes to learning are usually positive. Leaders have also taken effective action to reduce suspensions. Where pupils with SEND find it difficult to behave as the school expects, leaders put support in place to help them. Staff know their pupils well and work hard to support them. Incidents of bullying and any discriminatory behaviour are not tolerated. When they occur, staff deal with them quickly. Pupils feel safe in school and trust the staff who care for them.”

She also praised the school’s early provision and described staff interactions with children in the younger classes as “warm, nurturing and purposeful”.

She also praised the school’s pastoral support saying it “makes a genuine difference to the pupils who need it most”.

What did the Academy say?

Since the inspection- which took place on April 14, 2026- Hawes Side Academy has undergone a change in structure, joining the Endeavour Learning Trust ahead of the 2025/26 academic year.

A spokesperson at Hawes Side Academy told the Gazette: “We welcome the publication of Hawes Side Academy’s Ofsted report and, importantly, the recognition of the strengths of our school and the progress already being made.

“Hawes Side joined Endeavour Learning Trust on 1 September. This is an important new chapter for the academy and gives us access to the expertise, support and wider experience of colleagues across the Trust as we address the areas identified by Ofsted and build on the strengths already recognised.

“We know there is work to do, but we also know there are strong foundations to build on. Our focus now is on delivering sustained improvement for pupils and the wider Hawes Side community.”

Hawes Side Academy remains under Ofsted’s special measures, and inspectors will continue to monitor the schools progress over the coming months.