Mary Rose Academy

Mary Rose Academy is a special school for pupils with severe learning difficulties, including a sixth form and an off-site unit, within Solent Academies Trust. This full Section 5 inspection found the school performing strongly across almost all areas, with post-16 provision judged exceptional and safeguarding standards met. Leaders' ethos of 'it's got to be possible' underpins high ambition, and pupils achieve well from their individual starting points. Behaviour is excellent, attendance is carefully supported and persistent absence has reduced, and children in the early years get a very strong start. The curriculum is highly personalised, ambitious and well taught, while inclusion work has a demonstrable impact both within the school and in the wider community. Personal development, wellbeing, careers education and leadership and governance are also strong. Post-16 students benefit from a bespoke curriculum, meaningful qualifications and the innovative 'classroom in the heart of industry' approach, preparing them well for adulthood. The main area for development is for leaders to continue refining and connecting their evaluative processes so that developments across the school's sites and pathways are understood well and used to shape provision with increasingly far-reaching benefits for pupils' evolving needs. No other significant concerns were identified. Overall, the inspection findings are overwhelmingly positive, with deep care, strong relationships and consistently high expectations helping pupils to feel safe, happy and well prepared for their next steps.

Strengths

• Safeguarding standards are met through an open and positive culture.
• Post-16 provision is exceptional, with a bespoke and aspirational curriculum.
• Pupils achieve very well from their individual starting points and meet ambitious targets.
• Behaviour is excellent, and a deep sense of calm helps pupils focus on learning.
• Attendance is carefully tracked and supported, with persistent absence reduced over time.
• Children in the early years have a very strong start to school life.
• The curriculum is highly personalised, ambitious and matched precisely to pupils' needs.
• Staff are expert in their subjects and use bespoke communication strategies effectively.
• Reading and mathematical knowledge are developed well in line with pupils' needs.
• Inclusion work is of high quality and has impact within and beyond the school.
• The pupil premium strategy is well designed and aligns seamlessly with inclusion.
• Leadership and governance are highly effective, with clear vision and high ambition.
• Staff receive high-quality professional learning that supports consistently strong practice.
• Personal development and wellbeing provision is comprehensive and personalised.
• The careers programme is ambitious and prepares pupils meaningfully for the world of work.
• The innovative 'Bridge' provision supports pupils with profound needs and their families.
• Strong relationships with parents and carers help staff understand and meet pupils' needs.

Areas for Improvement

• Leaders should continue to refine and connect evaluative processes so developments across sites and pathways are understood well and used to shape provision for pupils' evolving needs.

In 2024–25 pupils at Mary Rose Academy attended 87.0% of sessions (the national figure for special schools was 87.2%). 42.0% of pupils were persistently absent, missing at least one session in ten (nationally 35.3%).

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, 0.0% of pupils at Mary Rose Academy were suspended at least once (nationally 5.1%). No 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 Mary Rose Academy had 6.8 pupils for each teacher (the national figure for special schools was 6.6). Of its teachers in 2024–25, 11.0% were no longer at the school a year later (nationally 14.5%).

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 Mary Rose Academy had 201 pupils, 94.0% of them with an education, health and care (EHC) plan (nationally 99.5%).

It says it provides for: moderate learning difficulty; severe learning difficulty; profound and multiple learning difficulty; speech, language and communication needs.

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 special school schools. Counts are as published, with small numbers not hidden.

In 2024–25 Mary Rose Academy received £37,463 and spent £36,742 for each of its 197 pupils. It ended the year with reserves of £532,000 (£2,698 per pupil).

Across all 5 schools of Solent Academies Trust, income was £29,889 and spending £30,094 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.

• Primary Schools
• Secondary Schools

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

Mary Rose Academy is part of Solent Academies Trust, which runs 6 schools. The nearest others:

• Cliffdale Primary Academy Portsmouth
• Redwood Park Academy Portsmouth
• Littlegreen Academy Chichester
• Luminous Oak Academy Botley
• Dove House Academy Basingstoke

What is Mary Rose Academy's Ofsted rating?

The latest Ofsted rating for Mary Rose Academy is Strong standard, from an inspection in March 2026.

When was Mary Rose Academy last inspected by Ofsted?

Mary Rose Academy was last inspected in March 2026.

How many pupils does Mary Rose Academy have?

Mary Rose Academy has 201 pupils on roll.

What age range does Mary Rose Academy cover?

Mary Rose Academy for pupils aged 2 to 19.

What are Mary Rose Academy's SATs (KS2) results?

In 2025, 0% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Mary Rose Academy?

Mary Rose Academy is at Gisors Road, Southsea, Portsmouth, Hampshire, PO4 8GT.