Joseph Leckie Academy
Headteacher: Mr Keith Whittlestone
reveal email address
School holidays for Joseph Leckie Academy via Walsall council
1414 pupils capacity: 78% full
550 boys 50%
555 girls 50%
Last updated: June 24, 2014
Secondary — Academy Converter
- Education phase
- Establishment type
- Academy Converter
- Establishment #
- Open date
- Feb. 1, 2012
- Reason open
- Academy Converter
- OSGB coordinates
- Easting: 401369, Northing: 296343
- GPS coordinates
- Latitude: 52.565, Longitude: -1.9812
- Accepting pupils
- 11—18 years old
- Special pupils
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- April 24, 2013
- Region › Const. › Ward
- West Midlands › Walsall South › Palfrey
- Urban > 10k - less sparse
- Admissions policy
- Main specialism
- Technology (Operational)
- Investor in People
- Committed IiP Status
- Sixth form
- Has a sixth form
- Free school meals %
- Trust school
- Is supported by a Trust
- Learning provider ref #
- Joseph Leckie Community Technology College WS54PG
- 0.1 miles Fullbrook Nursery School WS54NN (100 pupils)
- 0.4 miles Palfrey Girls School WS14AB (226 pupils)
- 0.5 miles Delves Infant School WS54PU (342 pupils)
- 0.5 miles Whitehall Nursery and Infant School WS13HS (295 pupils)
- 0.5 miles Delves Junior School WS54PU (355 pupils)
- 0.6 miles Palfrey Junior School WS14AH (361 pupils)
- 0.6 miles Whitehall Junior Community School WS13JY (328 pupils)
- 0.7 miles Palfrey Infant School WS14HY (333 pupils)
- 0.8 miles Park Hill Primary School WS100TJ (259 pupils)
- 0.8 miles Fir Tree Primary School WS54BW
- 0.8 miles Manor Foundation Business, Enterprise & Sports College WS100JS
- 0.8 miles Caldmore Village Primary School WS13RH (302 pupils)
- 0.8 miles Abu Bakr Girls School WS14JJ (348 pupils)
- 0.9 miles Wood Green High School College of Sport, Maths and Computing WS109QU
- 0.9 miles Hillary Junior School WS29BP
- 0.9 miles Hillary Infant School WS29BP
- 0.9 miles St Mary's The Mount Catholic Primary School WS13AY (237 pupils)
- 0.9 miles Hillary Primary School WS29BP (574 pupils)
- 0.9 miles Wood Green Academy WS109QU (1493 pupils)
- 1 mile Joseph Edward Cox Junior School WS100JG
- 1 mile Joseph Edward Cox Infant School WS100JG
- 1 mile Stuart Bathurst Catholic High School College of Performing Arts WS109QS (821 pupils)
- 1 mile The Priory Primary School WS100JG (236 pupils)
Joseph Leckie Academy
Walstead Road West, Walsall, West Midlands, WS5 4PG
|Inspection dates||24–25 April 2013|
|Overall effectiveness||This inspection:||Good||2|
|Previous inspection:||Not previously inspected||N/A|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school
It is not yet an outstanding school because
| Students do well at school. Their attainment |
Good teaching means that students enjoy
Students’ behaviour is good. They are
when they join the school in Year 7 is below
the national average for their age. From this
low starting point they make good progress in
their time at the school.
learning and make good progress.
respectful of each other and of staff. They
want to achieve well. Their good attitudes
and pride in being members of the school
contribute to its calm, cooperative
| Appropriate actions are taken to keep students |
The sixth form is good. It provides students
Leaders and managers, including governors,
safe and students say they feel very safe at
with suitable courses and with opportunities to
achieve well from their below average starting
are utterly committed to providing students
with a good education and making sure
students do as well as they can. The continual
improvement in achievement and in the quality
of teaching over recent years is evidence of the
success of leaders and managers.
| Although most students do well in the school, |
School actions have not yet had time to have
some students could do even better.
enough impact on improving attendance and
| Not all teaching is good and not enough |
The system of planning to improve further, and
teaching is outstanding.
in particular how to decide on which actions
are working well and which might need
changing, is not as thorough as it could be.
Information about this inspection
- Inspectors observed parts of 44 lessons. Three observations were made jointly with members of
the senior leadership team.
- Inspectors held meetings with senior and middle leaders, groups of students, and the Chair of
the Governing Body and another member.
- Inspectors considered the views of the 12 parents and carers who responded to Parent View, the
online questionnaire, and results from the school’s own survey of parents and carers. The results
of the 36 completed staff questionnaires were also analysed.
- Inspectors analysed information about examination results, about how well students are doing
now, their attendance and those who have been excluded. They reviewed a range of
documents, including the school’s self-evaluation, its improvement plan, curriculum plans and
records relating to safeguarding.
|Gwendoline Coates, Lead inspector||Her Majesty’s Inspector|
|Ingrid Ambrahams||Additional Inspector|
|David Howe||Additional Inspector|
|Geraint Jones||Additional Inspector|
|Helen Prince||Additional Inspector|
Information about this school
- Joseph Leckie Academy converted to become an academy school on 1 February 2012. When its
predecessor school, Joseph Leckie Community Technology College, was last inspected by Ofsted,
it was judged to be good.
- The school is larger than the average-sized secondary school.
- Just under 80% of students are from minority ethnic backgrounds. The largest of these groups,
in order of size, are Pakistani, Bangladeshi and Indian.
- Two thirds of students speak English as an additional language and significant numbers are at
an early stage of learning English.
- The proportion of students supported through school action is greater than the national average
and the proportion supported through school action plus or with a statement of special
educational needs is just below the national average.
- The proportion of students for whom the school receives the pupil premium is double the
national average and comprises over half of all students at the school. The pupil premium is
additional funding provided by the government for looked after children, students known to be
eligible for free school meals and children of service families.
- The school meets the government’s current floor standards, which set the minimum expectations
for students’ attainment and progress.
- The school does not make use of any alternative provision for its students.
What does the school need to do to improve further?
- Raise achievement by improving the quality of teaching so that all teaching is at least good and
a greater proportion is outstanding. Do this by making sure that:
all teachers use information about how well students are doing to set work at the right level of
difficulty so that all students are made to think hard and are stretched
teachers ask questions that provide opportunities for all students to recall knowledge, apply
understanding to unfamiliar problems, and develop good listening, thinking and speaking skills
in all subjects, teachers’ written comments tell students about the quality of their work and
how it could be improved; and that teachers provide opportunities for students to act promptly
on these comments to improve their written work.
- Strengthen leadership and management by sharpening the plan for improving the school so that
it becomes a better method for working out if actions taken have been successful and for
holding those responsible to account. Do this by making sure that:
targets to judge success are measurable, for example in relation to improving attendance
activities to check whether the school is reaching its targets take place more often.
|The achievement of pupils||is good|
- The standards students reach by the end of Year 11 are below the national average but the gap
has been narrowing because standards in the school have been rising more rapidly than those
- Standards attained in GCSE examinations in English and mathematics by students eligible for the
pupil premium are between a grade and half a grade below those of other students but the gap
is narrowing quickly. The school is among the top performing schools for boosting the
performance of students eligible for the pupil premium.
- Students join the school in Year 7 with standards in English and mathematics that are well below
the national average. They make good progress while at the school – often their progress is
better than what they are expected to make. All groups of students do well, including disabled
students, those with special educational needs and students from all minority ethnic
backgrounds, including Pakistani, Bangladeshi and Indian.
- The selective use of early entry to GCSE in some subjects is leading to improved achievement.
Students’ reading, writing, speaking and mathematics skills are improving. These improving skills
contribute to students’ rising standards in Year 11 and help prepare them for the next stage of
- Students join the sixth form with attainment at GCSE that is below the national average. They do
well while in the sixth form and overall the standards they reach are rising.
- From lesson observations and a review of work in students’ books, inspectors could see that
students were making the good progress indicated by information about how well students are
|The quality of teaching||is good|
- Most teaching is at least good but a small proportion requires improvement.
- Where teaching is good or outstanding, teachers want students to do their very best. They use
information about students’ abilities to plan learning activities that encourage students to think
hard and push themselves. This is the case regardless of whether students are more or less
academically able. These lessons have a fast pace that keep students engrossed in learning.
- In such lessons, teachers help students to develop good literacy skills, for example by identifying
important words and their meanings, and getting them to read aloud or write in sentences with
correct spelling and punctuation. Teaching assistants in these lessons provide good support for
those students who need more help so that all students in a class are able to be fully involved
and to learn well.
- Where teaching requires improvement, teachers are not making good use of the information
they have about students’ abilities and how well they are doing. In these lessons, all students do
the same work regardless of their ability. This means that some students find the work too easy
and become bored and some find it too hard and lose interest. In addition, teachers often spend
too much time talking and expect students to sit listening for too long rather than being actively
involved in learning.
- Even in good lessons, teachers do not always ask questions that make students think hard about
what they have learned, apply their understanding to unfamiliar problems or give detailed
answers that develop their speaking skills.
- The quality of teachers’ written and verbal feedback on students’ work varies. In a Year 12 art
lesson, students listened thoughtfully to the excellent advice the teacher gave, discussed the
issues she raised and were able to improve their work. Written comments on students’ work in
history told students clearly how good their work was and how it could be improved further.
However, where teaching requires improvement, marking in books does not give students
enough information about whether their work is good enough or how they could improve it.
Even where written comments in students’ books are good, opportunities for students to
respond to these comments promptly and to improve their work are not often provided.
- Relationships between teachers and students are very good. Students respect teachers’ subject
expertise and talk positively about the support teachers give them.
|The behaviour and safety of pupils||are good|
- Students behave well in lessons and around the school. Even in lessons where the quality of
teaching requires improvement, students usually remain attentive.
- Behaviour and safety are good rather than outstanding because actions to improve attendance
and reduce exclusions have not yet had time to have enough impact. Most students attend well,
have good manners and are punctual to lessons. Work with individual families of students in the
school and of pupils in feeder primary schools, and the range of rewards and penalties for
students are making a difference. As a result, the number of students away from school for long
periods and the number not allowed to go to school for a short period because of poor
behaviour have been falling steadily.
- Students describe the school as a safe and positive place to learn and are very happy at school.
They are well informed about how to keep safe and how to respond sensibly to risk, for example
when using the internet.
- Support for students moving up from primary schools is good and students in Year 7 talk
positively of the support they get from older students in their multi-age tutor groups. Students
have complete confidence in the online system that allows them to raise issues about bullying or
other problems and of the support they get in the Success Centre.
- Safeguarding and serious incident records are carefully kept and are up to date.
- The school makes sure that disabled students and those with special educational needs reach
their potential. Individual examples of students who have faced very difficult circumstances but,
who, with the support of teachers and staff, have gone on to achieve well, show how successful
school leaders and staff are in helping students.
|The leadership and management||are good|
- School leaders are absolutely committed to making sure every student in the school does as well
as they can. Leaders show they have good capacity to continue to improve the school based on
their past success. All staff who responded to the staff survey said they knew what the school
was trying to achieve, that leaders do all they can to improve teaching and that the school is led
and managed well.
- Good systems are in place to check and judge how good teaching is and how well students are
doing, including how well individual groups of students, such as those eligible for the pupil
premium, are doing. These systems have led to improvements in the quality of teaching and to
more rapid progress for students.
- The majority of teachers who are in charge of subjects are effective in checking the quality of,
and supporting improvements in, teaching and learning. They and the group of teachers and
leaders who form the ‘teaching and learning’ group provide training, coach individual teachers
and share good ideas and ways of working.
- Teachers’ performance is well managed and organised. Any weaknesses in the work of
individuals and groups of teachers are followed up with training and support. Leaders make the
right decisions about teachers’ movement up the salary scale on the basis of the quality of their
- Leaders are fully aware of the school’s strengths and its weaknesses. The plan to bring about
further improvement in the school identifies clearly the important areas that need further
attention and relevant actions to take. However, the plan does not allow the school to work out
exactly how successful individual actions to improve the school have been and to hold those
responsible to account. This is because the targets to judge success, for example in relation to
improving attendance, are not always measurable so that it is difficult to check whether they
have been achieved. Also, checking whether these targets are being met does not take place
often enough to allow the school to identify, as early as possible, when things are not working
well enough and need to be changed.
- The curriculum provides good opportunities for students to achieve well. Early entry to GCSE is
used wisely to enable students to keep motivated, to remain in school and to achieve well. This
works well in the school’s three-year Key Stage 4 programme. In the sixth form, the wide range
of courses encourages more students to stay on at school. A range of extra-curricular activities
caters for students’ sporting, academic and other interests. The school also provides a range of
out-of-school activities, for example, the after-school madrasa and Arabic and Urdu lessons at
weekends. The Polish Supplementary School, based at Joseph Leckie Academy, helps to improve
the English language skills of those who attend, while also offering a range of other
opportunities, including Polish lessons. These activities benefit students, their parents and carers
and the local community.
- The whole-school programme to develop students’ reading, writing and speaking is bringing
about improvements in these skills. The focus on reading in tutor time is a strong element of this
programme, with younger students supported by older students.
- Leaders take deliberate and effective action to tackle discrimination and foster good relations
between individual groups of students. Good provision to encourage students’ spiritual, moral,
social and cultural development contributes to this and to the creation of a racially integrated,
calm and cohesive atmosphere in the school.
- Leaders and staff make sure that every student has the opportunity to succeed. This is reflected
in the good progress students of all abilities and in all groups make. The good use of pupil
premium funding, for example in the additional staffing in the Success Centre, in classrooms and
in liaison work with families, is making a difference because those students it supports are
attending more regularly, are more confident socially and are making more rapid progress.
- Safeguarding procedures meet all national requirements.
- The number of parents and carers who responded to Parent View was too small to be
representative of all parents and carers but the views provided and the school’s own surveys
indicate that parents and carers feel their children are making good progress, are well taught
and well looked after.
- The governance of the school
Governors are very well informed about the school’s strengths and the areas it still needs to
improve. They are actively involved in the life of the school, know about students’
achievement, the impact of the pupil premium and about how well teachers perform. In their
role as link governors, they meet with teachers and observe lessons. Their knowledge and
understanding of the school and of the needs of students enable them to question and hold
school leaders to account. This helps them to make sure the school meets the needs of its
students, their parents and carers, and the local community well.
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Unique reference number||137830|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Academy converter|
|Age range of pupils||11–18|
|Gender of pupils||Mixed|
|Gender of pupils in the sixth form||Mixed|
|Number of pupils on the school roll||1,127|
|Of which, number on roll in sixth form||230|
|Appropriate authority||The governing body|
|Chair||Mrs Sandra Beech|
|Headteacher||Mr Keith Whittlestone|
|Date of previous school inspection||Not previously inspected|
|Telephone number||01922 721071|
|Fax number||01922 641497|
|Email address||reveal email address|