Hawes Side Academy

Hawes Side Academy is a single academy trust primary school of 412 pupils, with a specially resourced provision for eight pupils with speech, language and communication needs. Following the April 2026 full inspection, it requires special measures: Ofsted found it is failing to provide an acceptable standard of education and that leaders and trustees do not have the capacity to secure necessary improvement. Safeguarding standards are met, and pupils feel safe, supported by trusted adults and pastoral care. Early years and some personal development work are relative strengths. Children in Reception benefit from warm, nurturing teaching, a well-sequenced early curriculum and effective phonics, and pupils learn about relationships, health, values and community responsibility. Behaviour is calmer than before, suspensions have reduced, and bullying and discriminatory behaviour are dealt with quickly. However, attendance remains below the national average, especially for disadvantaged pupils and those with SEND, and some pupils still do not consistently meet behaviour expectations. The main concerns are urgent. Achievement is weak: many pupils leave with gaps in reading, writing and mathematics, key stage 2 attainment is far below national and disadvantaged pupils' outcomes are especially low. The curriculum is not clearly planned or sequenced across subjects, teaching does not check understanding well, and gaps persist. Inclusion support is not closely matched to need, enrichment access is not tracked, and leadership and governance have been too slow to address weaknesses, with trustees not receiving sufficiently detailed performance information and training not improving classroom practice.

Strengths

• Safeguarding standards are met, with an open culture and pupils feeling safe.
• Early years staff interactions are warm, nurturing and purposeful.
• Phonics teaching in early years is skilful and children develop early reading knowledge well.
• The early years curriculum is well designed and sequenced, with targeted support for children with SEND.
• Pupils in the specially resourced provision benefit from targeted teaching and make secure progress.
• Pastoral support makes a genuine difference, including calm spaces and counselling.
• Pupils learn about healthy relationships, online safety, democracy, tolerance and respect.
• Pupils take on responsibilities such as school councillors and playground ambassadors.
• Behaviour is calmer and more orderly than previously, and suspensions have reduced.
• Bullying and discriminatory behaviour are not tolerated and are dealt with quickly.
• Leaders are mindful of staff workload and wellbeing, and staff feel valued.
• Leaders have developed an ambitious curriculum and sought external advice.
• Pupils' attainment in the Year 1 phonics screening check is typically above the national average.

Areas for Improvement

• Attendance is below the national average, with too many pupils missing learning, especially disadvantaged pupils and those with SEND.
• Persistent absence is above the national average.
• Some pupils do not consistently meet the school's behaviour expectations, including at breaktimes and lunchtimes.
• Support for disadvantaged pupils and pupils with SEND is not matched closely enough to individual needs.
• Targets in plans for disadvantaged pupils and those with SEND are not specific enough to guide teaching.
• Most disadvantaged pupils and those with SEND do not achieve as well as they should.
• Pupil premium funding does not have the impact leaders intend.
• Leaders do not check closely enough whether strategies improve disadvantaged pupils' attendance or achievement.
• Pupils do not benefit equally from enrichment activities, trips and visits, and access is not tracked clearly.
• Pupils' achievement is weak, with wide gaps in basic knowledge that grow as pupils move up the school.
• Key stage 2 attainment in national tests is far below national and has been for a number of years.
• Disadvantaged pupils' outcomes are well below those of other pupils nationally, and the attainment gap is wide.
• Phonics 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 build effectively on pupils' prior learning, and tasks in science, history and geography are often disconnected.
• Teaching does not check regularly what pupils know and understand, so errors in knowledge persist.
• Some teachers lack the subject expertise needed to help pupils catch up in reading, writing and mathematics.
• Leaders do not provide staff with the tools required to develop pupils' language and vocabulary in lessons.
• Leaders lack an accurate understanding of the quality of teaching.
• Training has not addressed weaknesses in teaching.
• Leaders have not acted with sufficient urgency or responded quickly enough to previous areas for development.
• A period of staffing uncertainty has hindered progress.
• Pupils' needs, particularly disadvantaged pupils and those with SEND, have not been kept central to decision-making.
• Trustees do not receive detailed enough information about the school's performance and their challenge is not effective.
• Some aspects of leaders' record-keeping are not consistently maintained with sufficient rigour.
• The school requires special measures, and HMCI recommends it does not seek to appoint early career teachers.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Hawes Side Academy attended 92.5% of sessions (the national figure for primary schools was 94.8%). 23.1% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 4.6% of pupils at Hawes Side Academy were suspended at least once (nationally 1.1%). 2 pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Hawes Side Academy had 18.6 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 23.1% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 16.2% of pupils at Hawes Side Academy were on SEN support (nationally 15.4%) and 4.4% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2024–25 Hawes Side Academy received £7,998 and spent £7,600 for each of its 412 pupils. It ended the year with reserves of £1,372,000 (£3,330 per pupil).

Across all 10 schools of Endeavour Learning Trust, income was £7,792 and spending £7,806 per pupil.

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24). Academy figures include a share of the trust's central services, shared out by pupil numbers, and are rounded to the nearest £1,000. Premises costs were defined differently from 2024, so compare them across that gap with care.

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All schools in Blackpool · Blackpool local authority: places and applications

Hawes Side Academy is part of Endeavour Learning Trust, which runs 11 schools. The nearest others:

• Strike Lane Primary School Preston
• Churchtown Primary School Southport
• Linaker Primary School Southport
• Tarleton Academy Preston
• Northbrook Primary Academy Leyland
• Wellfield Academy Leyland
• Burscough Priory Academy Ormskirk
• Woodlea Junior School Leyland
• Ormskirk School Ormskirk
• Brindle Gregson Lane Primary School Preston

What is Hawes Side Academy's Ofsted rating?

The latest Ofsted rating for Hawes Side Academy is Urgent improvement, from an inspection in September 2026.

When was Hawes Side Academy last inspected by Ofsted?

Hawes Side Academy was last inspected in September 2026.

How many pupils does Hawes Side Academy have?

Hawes Side Academy has 340 pupils on roll.

What age range does Hawes Side Academy cover?

Hawes Side Academy for pupils aged 4 to 11.

What are Hawes Side Academy's SATs (KS2) results?

In 2025, 40% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Hawes Side Academy?

Hawes Side Academy is at Johnsville Avenue, Blackpool, Lancashire, FY4 3LN.