School etc

Landau Forte Academy, QEMS

Landau Forte Academy, QEMS
Ashby Road
Tamworth
Staffordshire
B798AH

01827 62241

Principal: Mr Robert Fell

Website: www.lfatq.org.uk

School holidays for Landau Forte Academy, QEMS via Staffordshire council

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681 pupils aged 11—16y mixed gender
840 pupils capacity: 81% full

350 boys 51%

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330 girls 48%

11y5712y6313y7214y6715y69

Last updated: June 24, 2014


Secondary — Academy Sponsor Led

URN
137146
Education phase
Secondary
Establishment type
Academy Sponsor Led
Establishment #
4004
Open date
Sept. 1, 2011
Reason open
New Provision
OSGB coordinates
Easting: 420894, Northing: 304888
GPS coordinates
Latitude: 52.641, Longitude: -1.6927
Accepting pupils
11—16 years old
Census date
Jan. 16, 2014
Ofsted last inspection
July 2, 2013
Region › Const. › Ward
West Midlands › Tamworth › Spital
Area
Urban > 10k - less sparse
Admissions policy
Comprehensive
Free school meals %
16.50
Trust school
Is supported by a Trust
Learning provider ref #
10034962

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Schools nearby

  1. Queen Elizabeth's Mercian School B798AH
  2. 0.1 miles Tamworth and Lichfield College B798AE
  3. 0.2 miles Marmion Junior School B798BH
  4. 0.3 miles Flax Hill Junior School B798QZ
  5. 0.3 miles Flax Hill Junior Academy B798QZ (248 pupils)
  6. 0.4 miles Moorgate Community Primary School B797EE (228 pupils)
  7. 0.4 miles Ashcroft Infants' School B798RU (154 pupils)
  8. 0.4 miles Moorgate Community Primary School B797EE
  9. 0.5 miles Tamworth Centre B797AD
  10. 0.7 miles Lark Hall Community Infant School B798EF
  11. 0.7 miles St Elizabeth's Catholic Primary School B798EN (187 pupils)
  12. 0.7 miles Lark Hall Infant & Nursery Academy B798EF (104 pupils)
  13. 0.9 miles Coton Green Primary School B798LX (312 pupils)
  14. 0.9 miles Ankermoor Primary School B773NW (116 pupils)
  15. 0.9 miles William Macgregor Primary School B772AF (198 pupils)
  16. 0.9 miles Rawlett Community Sports College B799AA
  17. 0.9 miles Macgregor Junior School B772AF
  18. 0.9 miles The Rawlett School (An Aet Academy) B799AA (895 pupils)
  19. 1 mile Tamworth Early Years Centre B772AH
  20. 1 mile St Leonard's CofE (A) Primary School B799DX (118 pupils)
  21. 1 mile Kettlebrook Pupil Referral Unit B771AL (35 pupils)
  22. 1.1 mile Kettlebrook Infant School B771AS
  23. 1.2 mile The Woodlands Community Primary School B773JX (284 pupils)
  24. 1.3 mile Florendine Primary School B773DD (274 pupils)

List of schools in Tamworth

Ofsted report transcript

School report

Landau Forte Academy, QEMS

Ashby Road, Tamworth, B79 8AH

Inspection dates 2–3 July 2013
Overall effectiveness This inspection: Good 2
Previous inspection: Not previously inspected
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 make good progress which is
Teaching is good. Teachers plan their lessons
Students behave well and say they feel safe.
Students report that bullying does not happen
resulting in improving standards across the
academy.
effectively to ensure that students achieve
well.
This view is supported by the majority of
parents.
often and that it is quickly dealt with when it
does occur. Students are tolerant of each
other and value difference.
Support for disabled students and those who
Senior leaders have highly effective systems to
The principal rigorously pursues excellence and
have special educational needs is good. Staff
know students well and they quickly intervene
when they need help.
monitor the performance of all teachers. They
have used this effectively to improve teaching.
Training for staff is tailored well to individual
need.
communicates his vision well to staff and
students.
Some teachers do not provide enough
Students are not always given enough
guidance to students through marking to help
them improve their work.
opportunity to take responsibility for their
own learning. Nor are they involved enough
in shaping the direction of the new academy.
Middle leaders do not have enough impact on
their subject areas. They do not monitor the
quality of teaching enough and the way in
which they plan actions for their subject areas
needs refining.
Inspection report: Landau Forte Academy, QEMS, 2–3 July 2013 2 of 10

Information about this inspection

  • Inspectors observed 32 lessons, taught by 31 different teachers; all lessons were observed
    jointly with senior leaders. Inspectors also spent time looking at students’ work.
  • Meetings were held with groups of students, the Chair of the Governing Body, a representative
    from the sponsor, members of staff and senior and middle leaders.
  • A range of documents was scrutinised, including the improvement plan, progress data, minutes
    of meetings of the governing body, attendance data and records showing how the academy
    cares for and protects students.
  • The inspectors analysed the Ofsted on-line questionnaire (Parent View) prior to and during the
    inspection. In total, there were 24 responses. Inspectors also took note of the staff inspection
    survey.

Inspection team

Jane Millward, Lead inspector Her Majesty’s Inspector
Susan Tabberer Additional Inspector
Gulbanu Kader Additional Inspector
Richard White Additional Inspector
Inspection report: Landau Forte Academy, QEMS, 2–3 July 2013 3 of 10

Full report

Information about this school

  • Landau Forte Academy, QEMS first opened in September 2011. The academy is sponsored by
    the Landau Forte Trust and specialises in mathematics and music. It is a smaller-than-average
    secondary school.
  • Most students are of white British heritage.
  • The proportion of students known to be eligible for the pupil premium, which is extra funding
    given to schools by the government to support children of armed forces families, pupils who are
    looked after by the local authority and pupils who are known to be eligible for free school meals,
    is average.
  • The proportion of disabled students and those with special educational needs supported through
    school action is below average.
  • The proportion of students supported at school action plus or with a statement of special
    educational needs is also below average.
  • A small number of students are taught in alternative provision away from the school at either
    Torc Vocational Centre, Cornerstone New School or Kettlebrook Short Stay School.
  • The academy meets the government’s current floor standards, which set the minimum
    expectations for students’ progress and attainment.

What does the school need to do to improve further?

  • Develop the quality and consistency of marking by:
    ensuring all marking is as frequent and as good as the best in the academy
    giving students feedback about the next steps in their learning and engaging in a dialogue
    with them to help them improve their work.
  • Foster students’ sense of their own responsibility for learning by:
    ensuring they can lead their own learning in all lessons
    creating more opportunities for students’ views to shape the direction of the academy.
  • Improve the quality and accountability of middle leaders by:
    encouraging their greater involvement in the monitoring in their subject areas
    improving their development planning so that it is more rigorous and better holds them to
    account for their actions
    developing more opportunities for their work and its impact to be shared more widely with
    governors and students.
Inspection report: Landau Forte Academy, QEMS, 2–3 July 2013 4 of 10

Inspection judgements

The achievement of pupils is good
  • Students enter the academy with average attainment. The proportion of students who are
    achieving five or more good GCSE grades including English and mathematics is increasing due to
    the good progress students are now making. Standards last year were better in English than in
    mathematics. However, the academy has put strategies in place to accelerate students’ progress
    in mathematics. This is paying dividends and mathematics is rapidly catching up with the very
    good standards in English.
  • Standards show that students make good progress. This is due to the rigorous tracking and
    effective interventions that are carried out if students begin to fall behind.
  • Students have previously been entered for mathematics GCSE examinations early. After carefully
    reviewing the policy, the academy has altered its strategy. A few middle-able students are
    entered early and standards for these students are regularly reviewed so that their potential is
    not limited.
  • Current academy records show students who are eligible for the pupil premium are making good
    progress. The gap between their attainment and that of other students is closing, and rapidly so,
    in mathematics. Presently eligible students in Key Stage 4 are on average half a grade behind
    the others in English and two thirds of a grade behind in mathematics. Leaders make sure the
    pupil-premium funding is used well on one-to-one tuition and small-group support.
  • Disabled students and those who have special educational needs make the same good progress
    as their peers. This is because teachers and support staff treat all students as an individual and
    have a very clear understanding of their specific needs.
  • Progress for students who are educated away from the academy because of their individual
    circumstances is monitored carefully. They make good progress towards their targets and they
    speak confidently and positively about their work-based experiences.
  • Reading is encouraged across the academy and students read well. An allocated time every
    week is dedicated to students’ reading and the academy aims to foster a love of books and
    reading. The lowest ability students are regularly supported to improve their reading skills and
    current records show their progress is accelerated through well-targeted support. The Year 7
    catch-up funding has been used to provide reading support, which has resulted in significant
    improvements in some students’ reading ages.
The quality of teaching is good
  • Teaching at the academy is mostly good, with some that is outstanding. As a result, students are
    making good progress. They enjoy their lessons and persevere to complete activities. They
    appreciate the opportunities to work together and they readily share their ideas.
  • Teachers build good relationships with their students and consistently show concern and
    consideration for them as individuals. They provide well-targeted support and use additional
    adults well to help disabled students, those who have special educational needs and students
    who are eligible for the pupil premium.
Inspection report: Landau Forte Academy, QEMS, 2–3 July 2013 5 of 10
  • The quality of teaching is improving. Senior leaders work well with teachers to help them
    improve.
  • In the best lessons teachers ask probing questions and encourage students to discuss their
    ideas. Students are motivated and work independently and are given opportunities to reflect on
    their learning. This was seen in a Year 8 music lesson, where students used instruments to play
    a pop song. In an equally successful mathematics lesson, Year 10 students developed their
    understanding of simultaneous equations through discussing their ideas with their partner.
  • Students are aware of the levels at which they are working and understand the targets to which
    they aspire. Teachers regularly refer to target levels and encourage students to be aspirational
    by aiming for higher target grades.
  • Almost all lessons have a reference to improving mathematics and English skills. These links
    across all subjects are helping students’ progress in the basic skills. For example, in a Year 7
    food technology lesson where students prepared and made bread, they were reminded of how
    to improve their mathematical skills of weight and measurement.
  • In the lessons where teaching is less than good, the pace of learning is slower and students are
    not always pushed to move on quickly enough. Often the teacher provides too much direction
    and, as a result, students are not given enough opportunity to work by themselves.
  • The quality of marking is not always good enough to make sure that all students know what
    they need to do to improve their work. While some marking is highly effective, it is too variable
    across the academy.
The behaviour and safety of pupils are good
  • Behaviour of students in almost all lessons is good. They typically have good attitudes to
    learning, including when they have to complete tasks on their own. This makes a strong
    contribution to their improving achievement.
  • Students have a good understanding of bullying, including prejudice and cyber-based bullying.
    They say that bullying is rare and they are confident that staff would deal with it promptly. They
    know that discrimination of any kind is not tolerated. Most parents agree that their child is well
    looked after at school.
  • Students are generally punctual to lessons. Although improving, attendance rates are average.
    The academy continues to rigorously address this issue. The number of students who are
    persistently absent has reduced significantly.
  • Students say they feel safe in the academy. It provides a safe and secure environment that is
    valued by students. Students are grateful for the ‘oasis’ which provides a haven for students who
    want support.
  • Students enjoy taking on responsibilities and making a contribution to their own, and the wider
    community. For example, the student choir and band regularly performs in the local community.
    Older students are given responsibilities such as house captains and head boy and girl. They
    deal with these roles with maturity. However, there are not enough opportunities for students to
    make their views known and help shape the direction of the academy.
Inspection report: Landau Forte Academy, QEMS, 2–3 July 2013 6 of 10
  • Teachers have very good relationships with students and this contributes to students’ mature
    attitudes to learning. Students work well with each other, listen to one another’s views and
    respond to the teacher’s instructions sensibly. Behaviour out of the classroom is also good. The
    school site is calm and orderly.
  • Students’ spiritual, moral, social and cultural development is promoted very well and supports
    their good behaviour. The opportunities to develop moral and social understanding are of a high
    quality, and students immerse themselves in a wide range of enrichment activities.
The leadership and management are good
  • The Principal is committed to raising aspirations across the academy. He is determined to raise
    standards and improve the quality of teaching. He has united his senior leadership team so that
    everyone is focused on the agreed aims of the academy. Underperformance is rigorously
    challenged.
  • Senior leaders are working hard to achieve high standards in the academy. A contributing factor
    is that everyone feels valued and has an equal opportunity to succeed. There are rigorous
    systems in place to monitor, evaluate and review the work of the academy. As a result, leaders
    know the strengths and weaknesses of the academy. Students however, are not involved in the
    process of self-evaluation.
  • Teaching is managed well. Teachers’ planning is monitored by subject and senior leaders to
    ensure consistency. A comprehensive programme of support is available for those whose
    teaching is not consistently good. Strong links have been made between the academy and
    others in the Landau Forte Trust. The Trust provides effective support for the academy in
    assuring its view of its work is accurate.
  • The management of teachers’ performance is closely linked to school improvement planning,
    staff training needs and the setting of challenging targets. These procedures are known well and
    governors are heavily involved in the procedures to monitor staff performance. This rigour has
    enabled teaching over time to improve. Targets are closely linked to the standards that teachers
    should achieve and are aligned to the academy’s priorities.
  • The curriculum meets the needs of all learners well. It combines the development of core skills
    with the academy’s music specialism. This works well and supports the students’ good
    achievement.
  • Middle leaders are developing and they are keen to have a greater impact on their subject areas.
    They currently undertake some monitoring and formulate improvement plans. Senior leaders are
    working alongside middle leaders to train them in how to better evaluate the quality of teaching
    in their subjects. At the present time they do not sufficiently influence the improvements in their
    subject areas.
  • The governance of the school:
    Governors and sponsors are experienced and insightful, bringing a range of skills to their
    roles. Their focused evaluation, support and challenge are key factors in the academy’s
    development. They are well informed about the quality of teaching and monitor the academy’s
    performance very well. Governors are clear that teaching which falls short of the mark will not
    be rewarded. Decisions about teachers’ pay are only taken after a very careful analysis of their
    performance. Governors have clear expectations about the academy’s performance, including
    a vision to become outstanding. They ask challenging questions and ensure the school
    provides very good value for money, including the spending of pupil-premium funds.
    Governors and sponsors take their responsibilities for safeguarding seriously and safeguarding
    procedures are met.
Inspection report: Landau Forte Academy, QEMS, 2–3 July 2013 7 of 10
Inspection report: Landau Forte Academy, QEMS, 2–3 July 2013 8 of 10

What inspection judgements mean

School

Grade Judgement Description
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
improvement
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.

Inspection report: Landau Forte Academy, QEMS, 2–3 July 2013 9 of 10

School details

Unique reference number 137146
Local authority Staffordshire
Inspection number 399851

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Academy sponsor-led
School category Non-maintained
Age range of pupils 11-16
Gender of pupils Mixed
Number of pupils on the school roll 736
Appropriate authority The governing body
Chair Mrs Margaret Bell
Headteacher Mr Robert Fell
Date of previous school inspection Not previously inspected
Telephone number 01827 62241
Fax number 01827 66712
Email address headteacher@lfatq.org.uk

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