An all-through academy for ages 4 to 16, Atlantic Academy Portland combines primary and secondary education on one site, with a structure designed to keep routines and expectations consistent as pupils move up the school. It is part of Aspirations Academies Trust and became Atlantic Academy in September 2017, following a period of significant change for the organisation and its community.
The most recent inspection graded the school Good overall, with Good judgements across quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision.
Performance is a mixed picture by phase. At primary, 2024 key stage 2 outcomes are well above England averages and the school ranks in line with the middle 35% of primaries in England (25th to 60th percentile), with a strong local position. At GCSE, outcomes and progress measures indicate a more challenging picture, with results sitting below England average overall. The admissions pattern suggests demand exceeds places at both Reception and Year 7 entry points, even without a published distance cut-off for the most recent cycle.
The school emphasises the practical advantage of being all-through, especially the continuity of relationships and routines from Reception through to Year 11. That approach is reinforced by its house model, where pupils stay in one of three houses from Reception to Year 11, with siblings typically kept together. The house names are rooted in local Portland landmarks: Church Ope Cove House, Castle Cove House, and Chesil Cove House.
A distinctive feature is how the house model links pastoral identity with curriculum organisation. The school describes subject specialisms being associated to particular houses, alongside vertical initiatives intended to connect age groups, for example student ambassadors supporting younger pupils, anti-bullying ambassador structures by phase, and whole-school themes delivered through shared assemblies.
The FMS Inspection Score is FindMySchool's proprietary analysis based on official Ofsted and ISI inspection reports. It converts ratings into a standardised 1–10 scale for fair comparison across all schools in England.
Disclaimer: The FMS Inspection Score is an independent analysis by FindMySchool. It is not endorsed by or affiliated with Ofsted or ISI. Always refer to the official Ofsted or ISI report for the full picture of a school’s inspection outcome.
Location is part of the school’s identity. The school highlights its setting on the southern tip of the Isle of Portland and frames outdoor space and the Jurassic Coast context as assets for learning and enrichment. This matters for family fit because it suggests a school that expects learning to extend beyond classrooms into projects, outdoor experiences, and community links, rather than being confined to traditional lesson formats.
Leadership is presented clearly on official sources. The school lists Miss M Heppell as Principal, and government records show Principal Melissa Heppell as the headteacher or principal. Where families value stability and clear accountability, that consistency across sources is reassuring.
The primary phase shows a strong outcomes profile in 2024. In reading, writing and mathematics combined, 84.67% of pupils met the expected standard, compared with an England average of 62%. At the higher standard, 27% achieved above the expected level, well above the England average of 8%.
Scaled scores reinforce the same story. Reading averaged 106, mathematics 104, and grammar, punctuation and spelling (GPS) 103, with a combined total of 313 across those three tests. These are all indicators of secure attainment by the end of Year 6, and they imply that pupils arriving into Year 7 have typically built strong foundational literacy and numeracy.
Rankings should be interpreted as a comparative tool rather than a judgement on the wider school experience. Ranked 8,395th in England and 2nd in Portland for primary outcomes (FindMySchool ranking based on official data), performance sits in line with the middle 35% of schools in England (25th to 60th percentile). The local ranking suggests the primary phase is relatively strong within its immediate context.
At GCSE, the picture is more difficult. Attainment 8 is 38.9 and Progress 8 is -0.74. Progress 8 is designed to reflect how students perform compared with others with similar prior attainment, so a negative figure indicates that outcomes, on average, are below what would be expected from starting points.
The proportion achieving grades 5 or above across the English Baccalaureate subjects is 11.1, and the average EBacc APS is 3.46. Taken together, these measures point to the secondary phase being an area where improvement priorities are likely to focus on closing attainment gaps and strengthening progress across the full ability range.
Rankings reflect this contrast between phases. Ranked 2,961st in England and 1st in Portland for GCSEs (FindMySchool ranking based on official data), the school sits below England average overall, placing it in the bottom 40% of schools in England on this measure.
England ranks and key metrics (where available)
GCSE 9–7
—
% of students achieving grades 9-7
Reading, Writing & Maths
84.67%
% of pupils achieving expected standard
The school’s own description of curriculum intent emphasises a planned approach where curriculum design, assessment, and intervention are used to evaluate impact. It also references specific reading assessment tools and targeted programmes used to identify and support students who need additional help with reading.
A distinctive feature is the way the school talks about applied learning and exhibition-style outcomes. The prospectus material and wider site language describe Applied Transdisciplinary Learning and exhibitions of learning as a regular endpoint for units, rather than relying only on tests to demonstrate understanding. For pupils who learn best through projects and tangible outcomes, this approach can be motivating. For others, it is worth checking how the school balances project work with explicit instruction and exam practice as students approach GCSEs.
Careers education is described as structured and integrated into the curriculum, with an emphasis on impartial guidance and labour market awareness. For families thinking ahead to post-16 routes, this matters because the school is explicit that students should be prepared for multiple pathways, including further study, apprenticeships, and employment.
Quality of Education
Good
Behaviour & Attitudes
Good
Personal Development
Good
Leadership & Management
Good
FMS Inspection Score calculated by FindMySchool based on official inspection data.
Because the school is all-through to Year 11, most pupils can continue internally from primary into secondary without changing school. The practical implication is reduced transition disruption, fewer “new school” adjustments at Year 7, and continuity of expectations. It also means families should ask how the school keeps Year 7 feeling like a fresh start, especially for pupils who benefit from a stronger sense of independence as they move into secondary routines.
After Year 11, families should plan on students moving to post-16 provision elsewhere, since official records and inspection information describe the age range as 4 to 16. The school’s careers programme is therefore important, as it frames how students are supported to choose between sixth form, college, training, or apprenticeships, and how guidance is delivered across Key Stages 3 and 4.
No official destination percentages are published in the available results for this review, so families who want hard numbers on progression should ask directly what the most recent Year 11 leavers did next and how the school tracks and supports those pathways.
Atlantic Academy Portland is state-funded, so there are no tuition fees. Entry is managed through Dorset’s coordinated admissions process for main intakes. Dorset Council’s published timeline for September 2026 entry is clear:
Reception applications close on 15 January 2026, with on-time offers made on 16 April 2026.
Year 7 applications close on 31 October 2025, with on-time outcomes issued on 2 March 2026.
Demand indicators from recent admissions data suggest pressure at both main entry points. For Reception, there were 49 applications for 22 offers, which equates to 2.23 applications per place. For Year 7, there were 87 applications for 72 offers, around 1.21 applications per place. Both routes are classed as oversubscribed, which implies that oversubscription criteria, rather than simple availability, can determine offers.
The school also signposts that in-year applications go through the local authority, with allocations depending on year-group capacity and, where relevant, fair access arrangements.
For families navigating catchment realities, the absence of a published “furthest distance at which a place was offered” figure for the latest cycle means you should not rely on informal assumptions about how far offers typically reach. A practical approach is to use FindMySchool’s Map Search to understand your likely travel pattern and then validate criteria against the local authority’s published admissions rules.
Applications
49
Total received
Places Offered
22
Subscription Rate
2.2x
Apps per place
Applications
87
Total received
Places Offered
72
Subscription Rate
1.2x
Apps per place
The house model is positioned as more than branding. The school describes it as a “belonging model” intended to link pastoral support with whole-school initiatives that run across phases. Examples include buddy programmes linking older and younger pupils, student voice structures involving all phases, and anti-bullying ambassador arrangements.
The most recent inspection graded personal development, behaviour and attitudes, and leadership and management as Good, which supports the idea of clear expectations and a stable framework for pupils and students to work within.
Families with children who need additional support should review the published SEND information and ask how support is delivered in practice, especially at the secondary stage where outcomes data suggests a more challenging attainment context.
The school states that students can choose from over 30 enrichment activities across the year, with clubs running after school and at lunchtime and delivered by staff. The practical value is breadth, with the option for students to try activities outside their usual comfort zone, and for younger pupils to build routines that extend past the formal day.
Specific named activities appear in enrichment materials. Examples across recent listings include Debate Club, STEM Club, Fishing Club, Drama Club, Girls’ Football, Yoga, Origami, and Film sessions. For parents, named clubs matter because they show what the school is actually able to staff and timetable, rather than relying on generic statements about enrichment.
The local setting is also used as an asset. Trust communications describe a Beach School concept that links outdoor activity to the coastal location, and the main site repeatedly frames outdoor space as part of everyday school life. This can suit pupils who engage more when learning includes practical, outdoor, or place-based elements.
The school publishes a detailed structure for the day. Gates and arrival routines vary by age group, with an overall day running from 8.30am to 3.05pm for EYFS to Year 11, and enrichment scheduled 3.15pm to 4.15pm. The dining hall opens earlier for secondary students, which can be relevant for families managing transport and drop-off logistics.
Wraparound care is not set out in the published day structure beyond the enrichment window, so families who need formal breakfast or after-school childcare should confirm what is available, who can access it by age, and whether it runs every day or only on set days.
For transport, Dorset Council’s school transport eligibility rules will be the baseline for many families, but practical realities on Portland mean travel time and routes matter as much as theoretical distance. It is worth checking the likely journey at peak times, including winter conditions.
Primary and secondary outcomes diverge. Primary results are strong in 2024, but GCSE measures and Progress 8 indicate that secondary outcomes are more challenging. Families should ask how the school is addressing progress at Key Stage 4 and what that means for your child’s subject choices and support.
Oversubscription is real, even without a published distance benchmark. Recent application-to-offer ratios suggest competition at Reception and Year 7. If you are applying for September 2026 entry, ensure you meet Dorset’s published deadlines and understand the oversubscription criteria that will be applied.
All-through continuity is a strength, but it is not for every child. Some pupils thrive with stability; others benefit from a reset at Year 7. Ask how the school keeps secondary culture distinct, and how it supports pupils who need a clearer step-change in independence.
Post-16 planning needs attention. With education described to Year 11 on official sources, families should engage early with guidance on sixth form, college, and apprenticeship routes, and understand how the school supports applications and transitions.
Atlantic Academy Portland offers a coherent all-through model anchored in a strong sense of local identity, with a house structure that is intended to keep pupils connected as they move through the phases. Primary outcomes in 2024 are a clear strength, while GCSE measures suggest that families should take a close look at secondary improvement priorities and the support available for exam years. Best suited to families on Portland who value continuity from Reception to Year 11, who want a structured day with a defined enrichment offer, and who are ready to engage actively with post-16 planning as students approach the end of Year 11.
The most recent inspection graded the school Good overall, with Good judgements across key areas including quality of education and behaviour and attitudes. Primary outcomes in 2024 are well above England averages, while GCSE measures indicate that secondary outcomes remain a key development focus.
Applications are made through Dorset’s coordinated admissions process. For September 2026 entry, the on-time deadline is 15 January 2026 and on-time offers are issued on 16 April 2026.
Year 7 applications are made through Dorset Council. The on-time deadline for September 2026 entry is 31 October 2025, and outcomes for on-time applications are issued on 2 March 2026.
Recent headline measures include an Attainment 8 score of 38.9 and a Progress 8 score of -0.74. These indicators suggest that outcomes at GCSE are an area where families should ask detailed questions about support, curriculum sequencing, and intervention as students approach exams.
The published day structure runs from 8.30am to 3.05pm for EYFS to Year 11, with enrichment scheduled from 3.15pm to 4.15pm. Arrival routines differ by phase, so it is sensible to confirm the relevant gate and timings for your child’s year group.
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