phone: 01952 527700
headteacher: Lady Maria Satchwell
900 pupils capacity: 121% full
560 boys 52%
525 girls 48%
Last updated: July 8, 2014
Secondary — Academy Sponsor Led
- Education phase
- Establishment type
- Academy Sponsor Led
- Establishment #
- Open date
- April 1, 2007
- Reason open
- New Provision
- OSGB coordinates
- Easting: 369117, Northing: 305171
- GPS coordinates
- Latitude: 52.643, Longitude: -2.4579
- Accepting pupils
- 11—18 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- May 2, 2013
- Region › Const. › Ward
- West Midlands › Telford › Madeley
- Urban > 10k - less sparse
- Admissions policy
- Sixth form
- Has a sixth form
- Free school meals %
- Trust school
- Is supported by a Trust
- Learning provider ref #
- 0.4 miles Madeley Nursery School TF75ET (91 pupils)
- 0.4 miles Aqueduct Primary School TF43RP (237 pupils)
- 0.4 miles Madeley Academy TF75FB
- 0.4 miles Aqueduct Centre TF43RB
- 0.5 miles St Mary's Catholic Primary School TF75EJ (113 pupils)
- 0.6 miles Woodside Junior School TF75NW
- 0.6 miles Woodside Infant School TF75NW
- 0.6 miles Brindleyford Primary School TF31QD
- 0.7 miles William Reynolds Infant School TF75QW
- 0.7 miles William Reynolds Primary School TF75QW (404 pupils)
- 0.7 miles Brookside Primary School and Early Years Centre TF31LG
- 0.7 miles Windmill Primary School TF31LG (418 pupils)
- 0.8 miles Madeley Infant School TF75DL
- 0.8 miles John Fletcher of Madeley Primary School TF75DL (400 pupils)
- 0.8 miles Abraham Darby Specialist School for Performing Arts TF75HX
- 0.8 miles Woodlands Primary School TF75HX (438 pupils)
- 0.8 miles Abraham Darby Academy TF75HX (999 pupils)
- 0.9 miles Southall School TF43PX (141 pupils)
- 1 mile Holmer Lake Primary School TF31LD (234 pupils)
- 1 mile John Randall Primary School TF74DS (217 pupils)
- 1 mile Haughton School TF74BW (103 pupils)
- 1 mile Thomas Parker School TF31LB
- 1.1 mile The Phoenix School TF43DZ
- 1.2 mile Alexander Fleming Junior School TF74HG
Castlefields Way, Madeley, Telford, TF7 5FB
|Inspection dates||2–3 May 2013|
|Overall effectiveness||This inspection:||Good||2|
|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 achieve well. From below-average |
The school is well led. The headteacher has
Teaching is usually good or better, and
Students at risk of not doing well make good
starting points, students make good progress
so that, by the end of Year 11, they reach
standards which are in line with national
averages in most subjects.
high expectations of staff and students. She
has built a team which is committed to
improving the quality of teaching and
increasing the rates of progress made by
consistently so when students are taught in
small groups. Teachers know their subjects
well. Students who fall behind with their work
are well supported to catch up.
progress. This is because they receive extra
support tailored to their needs.
| Students feel safe in lessons and around the |
Members of the governing body are well
The sixth form is good. Students do well in
The range of subjects and courses on offer is
The opportunities for students’ spiritual, moral,
school. They have good attitudes to learning
and get on well together.
informed about the school’s work and
consistently challenge the school to raise its
expectations of students and staff.
their examinations. Many have secured places
social and cultural development are
| The work set by teachers does not always |
Students do not receive consistent advice
stretch more-able students and is sometimes
too hard for less-able students.
about how to improve their work.
| Leaders and managers have not made enough |
use of the existing good practice to improve
teaching and marking.
|Inspection report:||Madeley Academy, 2–3 May 2013||2 of 10|
Information about this inspection
- Inspectors observed 34 lessons, of which 18 were joint observations with senior leaders. In
addition, the inspection team made a number of other short visits to lessons and observed areas
around the school at break and lunchtime.
- Inspectors also looked at examples of students’ work. They also considered the quality of
marking and written feedback to students.
- Meetings were held with three groups of students, four members of the governing body,
including the Chair, the headteacher of the sponsoring academy and senior leaders and other
teachers with responsibilities.
- Inspectors took account of the 39 responses to the online questionnaire (Parent View),
telephone calls from parents, and 84 staff questionnaire responses.
- Inspectors observed the school’s work and looked at a number of documents, including the
school’s self-evaluation and development plan, the school’s own data on students’ current
progress, monitoring documentation, records relating to behaviour and attendance, and
documents relating to safeguarding.
|John Mallone, Lead inspector||Additional Inspector|
|Janet Harvey||Additional Inspector|
|Janet Catto||Additional Inspector|
|Mary Hinds||Additional Inspector|
|Inspection report:||Madeley Academy, 2–3 May 2013||3 of 10|
Information about this school
- Madeley Academy is an average-sized community academy.
- Most students are White British. The number of students from a minority ethnic background is
small and few speak English as an additional language.
- The proportion of disabled students and those who have 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 above average.
- The proportion of students eligible for the pupil premium, which provides additional funding for
students known to be eligible for free school meals, those from service families or those looked
after by the local authority, is almost double the national average. In this school, it applies only
to those eligible for free school meals and those looked after by the local authority.
- The school meets the government’s current floor standards, which set the minimum expectations
for students’ attainment and progress by the end of Key Stage 4.
- The school has a very few students who receive alternative education using the services of
Telford and Wrekin Council’s Education Development Service.
What does the school need to do to improve further?
- Increase the proportion of outstanding teaching and further accelerate students’ progress in all
ensuring that students have more frequent opportunities to work independently in lessons
more consistently using assessment information to tailor work more precisely to students’
- Improve the quality and monitoring of marking by:
giving students clear guidance through regular marking so they know how to improve their
work and ensuring that they have the opportunity to make those improvements
more consistently marking students’ work for spelling, grammar and punctuation, especially
the spelling of key subject-specific words
providing training for teachers in marking to a consistently high standard
leaders making checks on teachers’ marking to ensure that it occurs more regularly and is of a
|Inspection report:||Madeley Academy, 2–3 May 2013||4 of 10|
|The achievement of pupils||is good|
- Students join in Year 7 with attainment which is below average and achieve broadly average
GCSE results in Year 11. In 2012, the proportion of students gaining five A* to C grades at GCSE
including English and mathematics fell slightly, because of weaker results in mathematics, but
remained broadly in line with the national average. Teaching has now improved in mathematics
and students are making good or better progress.
- Students are entered early for GCSE examinations in English language and mathematics. They
have made better than average progress in English in the last two years, although few attain the
highest A* grade. Those who achieve well in mathematics go on to study at AS level in Year 11.
This enables higher attainers in mathematics to progress more quickly.
- Although attainment at GCSE remains average overall, performance varies between different
subjects. The school has accurately identified subjects where achievement is weaker and has
taken steps to improve students’ progress and attainment. As a result, students in Year 11 are
now achieving better in a number of subjects, notably mathematics.
- Boys perform as well as girls in examinations. This is partly the result of lessons which engage
the interest of boys as well as girls and the use of positive role models within the school.
- Sixth Form students make good progress, especially in vocational subjects. They do well in
examinations and the large majority of current Year 13 students have secured offers of places at
universities. Because of the small numbers involved in individual subjects, it is not possible to
make comparisons with national averages.
- In 2012, pupil premium students were one and a half grades behind others in both English and
mathematics. The school’s robust assessment data and inspection evidence suggests that this
gap is narrowing for those students in the current Year 11.
- Catch-up funding is used to provide support for weaker readers in Years 7 and 8, who now read
more often and have a better understanding of phonics (letters and the sounds they make). This
means that they are overcoming their difficulties with certain combinations of letters and are
more confident in breaking down words to sound them out.
- The school provides extra support for disabled students and those who have special educational
needs. They make good progress because their work is broken down into sufficiently small
steps, with further targets identified and reviewed regularly. The few students from minority
ethnic backgrounds and those who speak English as an additional language also make good
progress. The school successfully ensures that students have equal opportunities.
- The small numbers of students who study courses with an alternative provider achieve well and
their progress is closely monitored. In the last five years, almost all students have stayed in
education or entered employment or training when they left Year 11. The quality of guidance
that they receive and the appropriate courses that they study have made an important
contribution to this success.
|The quality of teaching||is good|
- Where teaching is good or better, teachers ensure that lessons are well paced and use a variety
of activities that engage students’ interest and are planned to match individuals’ needs and
abilities. In a Year 9 GCSE history lesson, for example, students were keen to learn how to fox-
trot and dance the Charleston as part of exploring the influence of popular music in the 1920s.
This helped all students to make rapid progress in the lesson.
|Inspection report:||Madeley Academy, 2–3 May 2013||5 of 10|
- The best teaching gives students frequent opportunities to work independently and tailors work
for different abilities. In a Year 10 science lesson, for example, more-able students designed
their own experiment while the teacher supported less-able students in conducting an
experiment he had devised. Teachers’ strong subject knowledge contributes to lessons which
students enjoy, and their calm approach to behaviour management means that students remain
- Teachers consistently use questioning effectively to check students’ understanding. When
questions are tailored to individuals’ needs, progress is quicker, especially for more-able
- Teachers make good use of the school’s facilities to provide a dynamic environment which is
both stimulating and nurturing.
- In the very small minority of lessons where teaching requires improvement, teachers do not
tailor work for individuals or small groups of students. In addition, students do not have the
opportunity to work independently. As a result, the work is too easy for some, who become
bored, and too difficult for others, who fail to make progress.
- The quality of marking varies between subjects and teachers. Marking in English is consistently
good. The best marking clearly identifies what students have done well and what they need to
do to improve. They are not always given the opportunity to make the required improvements.
In very rare cases, work is not marked on a regular basis. Teachers do not always identify
students’ errors in punctuation, grammar and spelling, including of subject-specific vocabulary.
- In the smaller groups found in the sixth form, teachers know their students well and tailor work
more consistently to their individual needs and abilities. Strong subject knowledge, coupled with
clear advice and guidance on how to improve and increased amounts of student autonomy,
especially in vocational subjects, mean that students make better progress than in the main
|The behaviour and safety of pupils||are good|
- Behaviour in lessons is good. Students show positive attitudes to learning and are well motivated
- Behaviour around the school is good, including at break and lunchtime. Students consistently
show respect towards staff and one another. The prefect and ‘champions’ systems encourage
students to take responsibility.
- Students have a clear moral understanding of right and wrong and are frequently encouraged to
think of others, both in the school and in the wider community; for example, by raising funds for
- Students whose circumstances make them vulnerable, disabled students and those who have
special educational needs are well supported so that they feel secure, socialise and study with
|Inspection report:||Madeley Academy, 2–3 May 2013||6 of 10|
- Bullying is uncommon. Incidents of racist and homophobic bullying are very rare and the school
deals with these effectively. Students know how to identify bullying and where to turn for
support when it occurs. The school has worked to protect students when they are online and to
give them ways of dealing with cyber-bullying.
- The number of exclusions has fallen sharply and is now below average. The new system of
internal exclusion is working well.
- Attendance has improved in each of the last five years and is in line with similar schools.
Incentives for good attendance have helped to reduce absence, especially among disadvantaged
|The leadership and management||are good|
- Senior leaders have an accurate understanding of the school’s strengths and weaknesses and
have clear plans to address areas of concern. They are committed to raising standards and work
closely with department leaders to bring this about. Progress in several subjects, notably
mathematics and science, has improved as a result.
- There are new systems for managing the performance of teachers and to give pay rises when
these are justified. Teachers report that these systems contribute to improving their professional
development by clearly linking targets to the national
- Recent staff appointees have contributed to school improvement, especially in the development
of the sixth form and vocational education. Strong leadership has led to a rise in achievement in
- The school’s systems for analysing and monitoring students’ progress are robust. There is a
particular emphasis on raising standards for those most at risk of falling behind.
- Checks on the quality of marking by senior and department leaders have not increased its
consistency. Teachers have not received enough training or had enough opportunities to work
together to share the best examples of marking.
- Although there is a systematic and thorough process of lesson observations, there has not been
enough use of good and outstanding practice to help improve the performance of other teachers
to raise the standard of teaching.
- The curriculum is outstanding, with broad, balanced and relevant provision for all students and
strong links to the community and local employers. Vocational education is a particular strength:
students who struggle in their other lessons blossom when given the independence and sense of
purpose provided by courses in hair and beauty or construction, for example. The involvement of
local employers is key to this success; for example, in the annual recruitment fair.
- Provision for students’ spiritual, moral, social and cultural development is outstanding. There are
many opportunities for students to develop their appreciation of British and international culture
through music, theatre and art, both within the school and through the extensive programme of
additional educational visits.
- Students also have good opportunities to engage in cultural and sporting activities outside the
normal school day, including taking part in musical and theatrical productions (most recently
|Inspection report:||Madeley Academy, 2–3 May 2013||7 of 10|
) and a wide variety of team and individual sports.
Thought for the
, school assemblies and personal tutorials do much to enhance students’ moral
development, which is also frequently addressed in lessons.
- The school has used pupil premium funding to improve achievement in English and mathematics
by providing one-to-one sessions with specialist teachers and extra revision. It has also used the
money creatively to provide additional opportunities to engage disadvantaged students in
activities outside the school, which supports their academic achievement. There are good
systems for monitoring these students’ progress.
- The school’s main sponsor, Thomas Telford School, supports developments by sharing key staff,
including senior leaders, and working on joint staff training initiatives. It has also helped fund
the school’s building programme and supported extra-curricular activities for disadvantaged
students. For example, a mathematics trip to Disneyland to investigate its business model has
been supported in this way.
- The school’s arrangements for safeguarding students meet all current regulatory requirements.
- The governance of the school:
Governors take a keen interest in and have a good understanding of the way the school
works. They work closely with the senior and department leaders and meet with them
regularly so that they know about the quality of teaching. Governors know how well students
are achieving, including those in receipt of the pupil premium, and consistently challenge
senior leaders to improve the rate of progress. Governors have a good understanding of the
new system for managing teachers’ performance and teachers’ pay. They closely monitor the
school’s budget, including the spending of money from the pupil premium, and are active in
seeking ways to solve problems. All governors receive regular training.
|Inspection report:||Madeley Academy, 2–3 May 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:||Madeley Academy, 2–3 May 2013||9 of 10|
|Unique reference number||135149|
|Local authority||Telford and Wrekin|
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||11–18|
|Gender of pupils||Mixed|
|Gender of pupils in the sixth form||Mixed|
|Number of pupils on the school roll||1058|
|Of which, number on roll in sixth form||140|
|Appropriate authority||The governing body|
|Date of previous school inspection||11 November 2009|
|Telephone number||01952 527700|
|Fax number||01952 404884|