Landau Forte Academy, QEMS
phone: 01827 62241
principal: Mr Robert Fell
840 pupils capacity: 81% full
350 boys 51%
330 girls 48%
Last updated: June 24, 2014
Secondary — Academy Sponsor Led
- Education phase
- Establishment type
- Academy Sponsor Led
- Establishment #
- 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
- Urban > 10k - less sparse
- Admissions policy
- Free school meals %
- Trust school
- Is supported by a Trust
- Learning provider ref #
- Queen Elizabeth's Mercian School B798AH
- 0.1 miles Tamworth and Lichfield College B798AE
- 0.2 miles Marmion Junior School B798BH
- 0.3 miles Flax Hill Junior School B798QZ
- 0.3 miles Flax Hill Junior Academy B798QZ (248 pupils)
- 0.4 miles Moorgate Community Primary School B797EE (228 pupils)
- 0.4 miles Ashcroft Infants' School B798RU (154 pupils)
- 0.4 miles Moorgate Community Primary School B797EE
- 0.5 miles Tamworth Centre B797AD
- 0.7 miles Lark Hall Community Infant School B798EF
- 0.7 miles St Elizabeth's Catholic Primary School B798EN (187 pupils)
- 0.7 miles Lark Hall Infant & Nursery Academy B798EF (104 pupils)
- 0.9 miles Coton Green Primary School B798LX (312 pupils)
- 0.9 miles Ankermoor Primary School B773NW (116 pupils)
- 0.9 miles William Macgregor Primary School B772AF (198 pupils)
- 0.9 miles Rawlett Community Sports College B799AA
- 0.9 miles Macgregor Junior School B772AF
- 0.9 miles The Rawlett School (An Aet Academy) B799AA (895 pupils)
- 1 mile Tamworth Early Years Centre B772AH
- 1 mile St Leonard's CofE (A) Primary School B799DX (118 pupils)
- 1 mile Kettlebrook Pupil Referral Unit B771AL (35 pupils)
- 1.1 mile Kettlebrook Infant School B771AS
- 1.2 mile The Woodlands Community Primary School B773JX (284 pupils)
- 1.3 mile Florendine Primary School B773DD (274 pupils)
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
effectively to ensure that students achieve
This view is supported by the majority of
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
communicates his vision well to staff and
| 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
|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
|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|
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
- 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,
- 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|
|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
- 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
- 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
- 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
- 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
- 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
- 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
|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.
|Inspection report:||Landau Forte Academy, QEMS, 2–3 July 2013||9 of 10|
|Unique reference number||137146|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Academy sponsor-led|
|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|