School etc

Shelfield Community Academy

Shelfield Community Academy
Broad Way
High Heath
West Midlands

phone: 01922 685777

principal: Mr Bernard Dickenson


school holidays: via Walsall council

1371 pupils aged 11—18y mixed gender
1500 pupils capacity: 91% full

725 boys 53%


645 girls 47%


Last updated: July 28, 2014

Secondary — Academy Sponsor Led

Education phase
Establishment type
Academy Sponsor Led
Establishment #
Open date
Jan. 1, 2009
Reason open
New Provision
OSGB coordinates
Easting: 403469, Northing: 302889
GPS coordinates
Latitude: 52.624, Longitude: -1.9502
Accepting pupils
11—18 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Jan. 22, 2014
Ofsted special measures
In special measures
Region › Const. › Ward
West Midlands › Aldridge-Brownhills › Rushall-Shelfield
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 #

rooms to rent in Walsall

Schools nearby

  1. Shelfield Sports and Community College WS41BW
  2. 0.4 miles St Francis Catholic Primary School WS41RH (214 pupils)
  3. 0.4 miles Shelford Infant School WS41QG
  4. 0.7 miles Greenfield Primary School WS41PL (234 pupils)
  5. 0.7 miles Green Close County Primary School WS41PL
  6. 0.9 miles St Michael's Church of England C Primary School WS34JJ (369 pupils)
  7. 0.9 miles St John's Church of England Primary School WS99NA (377 pupils)
  8. 0.9 miles Pelsall Community School WS41NG
  9. 0.9 miles New Leaf Centre WS41NG (80 pupils)
  10. 1 mile Rushall Primary School WS41NQ (250 pupils)
  11. 1 mile Ryders Hayes Community School WS34HX
  12. 1 mile Ryders Hayes School WS34HX (468 pupils)
  13. 1.1 mile Walsall Wood School WS87BP (237 pupils)
  14. 1.1 mile Radleys Primary School WS41JJ (226 pupils)
  15. 1.1 mile Pelsall Village School WS34NJ (332 pupils)
  16. 1.1 mile Holy Trinity Church of England Primary School WS87EG (234 pupils)
  17. 1.1 mile Pelsall Junior School WS34NJ
  18. 1.1 mile Pelsall Infant School WS34AF
  19. 1.1 mile High Heath Special School WS41RB
  20. 1.2 mile Oakwood School WS99JS (61 pupils)
  21. 1.3 mile Castlefort Junior Mixed and Infant School WS99JP (234 pupils)
  22. 1.4 mile Manor Farm Community School WS41EG
  23. 1.4 mile Shire Oak School (A Science College) WS99PA
  24. 1.4 mile Rushall Community College WS41EG

List of schools in Walsall

School report

Ormiston Shelfield Community


Broad Way, Pelsall, Walsall, WS4 1BW

Inspection dates 19–20 May 2015
Overall effectiveness This inspection: Good 2
Previous inspection: Inadequate 4
Leadership and management Good 2
Behaviour and safety of pupils Good 2
Quality of teaching Good 2
Achievement of pupils Good 2
Sixth form provision Good 2

Summary of key findings for parents and pupils

This is a good school.
It is not yet an outstanding school because

The principal and senior vice-principal provide
The Interim Executive Board (governing body)
Standards are rising well and are now in line with
The staff team and leaders at all levels pull
Disadvantaged students are achieving well and
visionary, strong and effective leadership which
has transformed the academy since its previous
full inspection.
and sponsor have succeeded in developing,
recruiting and retaining skilled leaders and good
teachers. Leaders and staff demonstrate good
capacity for sustained improvement.
the national average by the end of Key Stage 4.
There is mainly good learning and a reducing
amount that requires improvement. Most students
of all abilities across the academy achieve well.
together to uphold the academy’s high
expectations. Leaders, teachers, guidance
managers and support staff are improving
students’ achievement and personal development.
the gaps between their attainment and progress
compared with other students are closing.
Students are well behaved, punctual and attentive
There is good provision in the sixth form. Students
The curriculum is broad, balanced and enriched
Students are taught British values of respect and
The pastoral care provided for the most vulnerable
in lessons. They show courtesy and respect for
other students and staff, persevere with their
learning and feel safe. There is a positive and
supportive climate for learning throughout the
achieve well and receive good teaching, support
and guidance. An increasing proportion of students
continue their studies in Year 12 and Year 13 and
go on to university or college. The sixth form is well
led and managed.
with a wide range of creative and academic
programmes. These interest, motivate and energise
students, offering opportunities to achieve sporting
excellence or succeed in the creative or performing
tolerance of all faiths, religions, customs and
cultures effectively.
students, including those with disabilities or special
educational needs, is very effective.
The academy does not always provide the most
effective programmes, specialised teaching or
interventions for a small number of students who
have very low skill levels in literacy and numeracy.
In some lessons, where students’ learning requires
improvement, teachers and support staff do not
always check for gaps in students’ knowledge and

Information about this inspection

  • Inspectors observed teaching and learning in a range of lessons. A number of these were observed jointly
    with members of the academy’s senior leadership team. Some intervention and support groups for
    disabled students and those who have special educational needs were also observed by inspectors.
  • In addition to lesson observations, inspectors reviewed students’ work, met with groups of students to
    discuss their work and views about the academy. Inspectors observed students’ behaviour in lessons and
    at break times during each of the two days of the inspection.
  • Meetings were held with the senior and middle leadership teams; the Chair of the Interim Executive Board
    (IEB); the Chair (designate) of the recently formed Local Governing Board which will replace the IEB in
    June 2015; and staff responsible for managing subjects and curriculum departments. An inspector held a
    telephone conversation with one of the Directors of Ormiston Academies Trust (OAT).
  • Inspectors considered the responses to the most recent academy survey of parents’ views. There were not
    enough responses to the online Ofsted questionnaire, Parent View, for inspectors to analyse the results.
    Questionnaire responses from 95 members of staff were also examined.
  • Inspectors looked at a range of documentation, including: the academy’s improvement and departmental
    action plans; information about students’ achievement, progress and performance; IEB and Progress
    Board minutes; and information related to teaching, behaviour, attendance and safeguarding.
  • The academy has previously received three monitoring inspections since its full inspection in January
    2014, all of which judged that leaders, staff and governors were making reasonable progress towards the
    removal from special measures.

Inspection team

Charalambos Loizou, Lead inspector Her Majesty’s Inspector
Stuart Bellworthy Her Majesty’s Inspector
John Leigh Additional Inspector

Full report

In accordance with section 13 (4) of the Education Act 2005, Her Majesty’s Chief Inspector is of the opinion
that the academy no longer requires special measures.

Information about this school

  • Ormiston Shelfield Community Academy is larger than most secondary schools and it has a sixth form.
  • The academy is sponsored by the Ormiston Academies Trust (OAT).
  • Most students are from White British backgrounds.
  • The proportion of disadvantaged students eligible for support through the pupil premium (additional
    government funding to support students known to be eligible for free school meals or who are looked
    after by the local authority) is well above average.
  • The proportion of disabled students and those with special educational needs is higher than average.
  • The academy meets the government’s current floor standards, which are the minimum expectations for
    students’ attainment and progress in English and mathematics by the end of Key Stage 4.
  • Since the academy’s last full inspection in January 2014, OAT established an IEB to govern and oversee
    the academy’s progress and performance. Since the last monitoring inspection in February 2015, the IEB
    appointed a full governing body which will take over in June 2015.
  • There have been significant staff changes since the academy’s full inspection in January 2014 and during
    subsequent monitoring inspections.
  • The academy has some well-established partnerships and collaborations with other academies and schools
    which offer opportunities for staff to see and share good practice.

What does the school need to do to improve further?

  • Make sure that teachers and support staff in all lessons use assessment information and check on
    students’ previous work to identify gaps in students’ skills, knowledge and understanding to:
    help them understand better the next steps in their learning
    build on more secure foundations from what they have learned before
    make sure that learning does not stall because of any previous misunderstandings.
  • Build on the work already being done to accelerate further the achievement of students joining the
    academy with very low basic skills and abilities in reading, writing and mathematics, by:
    adapting tasks and activities in lessons that provide more opportunities for students to practise and
    apply their reading, writing and mathematics skills
    making sure that students read more widely and often for pleasure to broaden their language and
    providing programmes and more appropriate intervention work to support students’ basic literacy and
    numeracy skills in Years 7 to 9 that prepare them better for their studies in Key Stage 4
    extending parental engagement so that parents can support their children’s learning at home.

Inspection judgements

The leadership and management are good
  • Since the last full inspection in January 2014, the principal, senior vice-principal and leadership teams
    have been brave, determined and successful in raising achievement and improving teaching. Senior and
    middle leadership teams now consist of skilful and effective practitioners who have a common vision for
    sustained improvement.
  • The sponsor, Ormiston Academies Trust (OAT), its Progress and Interim Executive Boards and leaders at
    all levels are securing significant improvements to students’ achievement and teachers’ performance.
    There is now strong leadership, effective governance and robust oversight of the academy’s performance,
    demonstrating good capacity for sustained improvement in all departments.
  • Curriculum and departmental leaders are building on the strengths they already have and are working to
    eliminate weaknesses that still exist. Senior and middle leaders use the academy’s systems for monitoring
    the quality of teaching and learning effectively to drive improvement. Lesson observations of individual
    teachers undertaken by leaders are robust. They use these to gather information about the progress being
    made by students and regularly undertake a close scrutiny of students’ work. Departmental reviews are
    thorough and actions to improve the quality of teaching focus very closely on the strengths and
    weaknesses of individual teachers.
  • Professional development and training for staff are very well organised and priorities are identified
    following robust monitoring of teaching and learning. Good use is made of links with other academies and
    schools so that staff can see and share best practice.
  • Having eliminated inadequate teaching, leaders have increased the amount that is consistently good or
    better. Nonetheless, there remain some teaching and learning that require improvement across
    departments. The training and support provided for teachers build on the outcome of leaders’ lesson
    visits. Improvement points and actions are provided for teachers, but some teachers and support staff are
    not identifying misunderstandings or gaps in students’ previous knowledge and understanding to move
    learning on more securely enough to the next stage or higher levels.
  • The academy is being increasingly successful in providing courses that help students in Key Stage 4 and
    Key Stage 5 to attain good examination results. Students are no longer entered early for examinations and
    this has helped to raise standards as students aspire towards achieving their best performance and higher
    grades. The academy is well prepared for the new curriculum and assessment procedures.
  • The additional catch-up funding is being used reasonably well to help younger students in Year 7 to catch
    up through special reading, writing and mathematics programmes. However, some students with very low
    skills and abilities in basic literacy and mathematics, and particularly in Key Stage 3, are not making as
    much progress as they should, as they require more effective teaching or alternative courses and
    programmes to help them catch up.
  • The achievement of disadvantaged students and the use made of pupil premium funding is scrutinised
    very well. Leaders and governors recognise the trajectory of improvement and that the achievement gap
    with that of other students across the academy and sixth form, as well as with students nationally is
    closing quickly.
  • Students take a keen interest and participate in extracurricular activities. They have very good
    opportunities to achieve well in sport, as well as the performing, creative and fine arts. The academy’s
    sports centre is of high quality and is successful in enabling students to achieve well in physical education
    studies at GCSE, as well as sporting excellence. This is reflected in some notable achievements at national
    levels of excellence in football and athletics. Additional activities, study sessions and a wide range of other
    activities after lessons are well attended.
  • The principal and leaders have created a calm and inclusive academy community. Behaviour and
    attendance have improved and exclusion is used sparingly. The academy’s children services team is
    managed very well and its guidance managers support the welfare and well-being of students effectively,
    particularly those whose circumstances make them vulnerable.
  • Students who undertake part of their education off-site as part of vocational courses or work experience
    programmes are well supervised and their progress is closely monitored by leaders and staff. The
    academy offers a good balance of academic and vocational programmes, resulting in the vast majority of
    Key Stage 4 and sixth form students going on to employment, training, and higher or further education.
  • Last year’s records show that all students who left the academy’s sixth form went into employment,
    training or higher and further education. The sixth form has improved since the last full inspection and is
    well led and managed. Significantly more students than previously are gaining success in their A-levels
    and are well focused on the next steps they want to take. Students make a positive contribution to the
    academy. Nearly half of the students gaining university places are the first generation in their families to
    do so.
  • There are good safeguarding procedures in place and the staff are well informed about child protection
    procedures. The pastoral leaders and staff from the academy’s children services have formed positive
    relationships with students and understand how to meet their welfare needs to keep them safe. The staff
    know what procedures to adopt if they have concerns about students’ safety. Punctuality and attendance
    data are scrutinised by the senior vice-principal to identify patterns of absence. These inform actions that
    need to be taken by his team of guidance managers to help them take effective action to challenge non-
  • The governance of the school:
    Governance has improved and is now strong and effective. The Interim Executive Board (IEB),
    appointed by the sponsor, has restructured and is transitioning to a full governing board. The
    incumbent Chair of the new Local Governing Board will temporarily retain the services of the current
    Chair of the IEB to continue to hold leaders and staff to account for students’ achievement and staff
    performance. The sponsor has been effective in using its Progress Board which reports to the IEB and
    sponsor, and undertakes regular scrutiny of the academy’s progress. The Progress Board has been very
    effective and maintains excellent records and minutes of meetings that are regular and robust.
    The performance of staff is linked clearly to pay progression and management responsibilities.
    Governors through the Progress Board receive regular updates, reviews and data about students’
    progress and teachers’ performance. Members of the board have a very good understanding of accurate
    student performance data presented to them by senior and departmental leaders. The Progress Board
    and IEB have continually, and rightly, challenged underperformance and this has resulted in key
    decisions about staffing, recruitment and retention that have been effective in raising standards and
    improving teaching. There is now scope to monitor more sharply the use being made of intervention
    programmes and the quality of teaching for the small number of students who join the academy with
    very low levels of literacy and mathematics.
The behaviour and safety of pupils are good
  • The behaviour of students is good. This has been maintained through previous monitoring inspections. In
    nearly all of the lessons observed, inspectors found students to be attentive and well behaved. Students
    are keen to learn and do their best. They cooperate well when working in groups or with a partner, and
    are willing to tackle problems, demonstrating resilience and perseverance.
  • Students behave well and safely outside of lessons. They are trusted to take on responsibilities, such as
    prefects, librarians, sports coaches or when becoming ‘team heroes’ after completing a specialised training
    programme provided by a company commissioned by the academy to promote and improve students’
    personal development and self-confidence. Academy councillors and sixth form students are excellent role
    models and make a significant contribution to their academy’s community as well as the local and wider
    community through fund-raising, special events and visits to local primary schools.
  • Pastoral staff and leaders with responsibility for managing students’ behaviour and for supporting their
    well-being, as well as teachers and supervisory staff, keep diligent records and logs of incidents of poor
    behaviour, racism or bullying. These incidents are very rare and records show a significant reduction in
  • The academy is successful in promoting a strong emphasis on tolerance and equality, which prepares
    students well for life in a modern democratic Britain. There are opportunities for students to learn about
    other faiths, customs and traditions through religious education, the arts, music, themed topics, projects
    and educational visits. The academy promotes students’ spiritual, moral, social and cultural development
    very well.
  • Students have good manners, are polite and generally show respect for others’ feelings. They are helpful
    and courteous to adults and visitors, and are helpful and respectful to students with physical disabilities.
    ‘We respect others, even if they hold different views, have particular needs to help them or live differently
    to ourselves,’ stated one very mature and responsible Key Stage 4 student.
  • In a few lessons observed, students strayed off task because the teaching was not challenging them
    enough. In these lessons, students were not expected to produce enough work when working
    independently and expectations were not high enough.
  • Leaders monitor and keep robust records to identify patterns of absence. Staff have worked well with
    parents to encourage students to attend regularly and to come to the academy on time. As a result,
    attendance is improving and is in line with the national average. Staff and leaders adopt effective
    measures by working with families to reduce persistent absence rates, which are primarily caused by
    families who choose to take family holidays during school term-time without the authorisation of the
  • The academy’s work to keep students safe and secure is good. Leaders and guidance managers act upon
    any incidents of bullying. Leaders analyse incidents to see if there are any patterns or trends that need
    further action, or whether any particular group of students is more at risk than others. Many students
    have commented on how the academy’s staff and leaders have helped them to deal with those times
    when they feel most vulnerable. As one student clearly stated, ‘This is a great school, the staff have
    turned my life around.’
  • Students have a good understanding of how to keep themselves safe when using mobile devices or
    phones to log on to messaging sites and the Internet. During this inspection and previous monitoring
    inspections, students were able to explain the precautions they need to take when using online messaging
    sites. Students say that bullying is rare. They confirmed that the few incidents, like name-calling, teasing
    or unpleasant remarks, are dealt with very well by leaders, teachers and support staff.
  • Students have a good understanding of the different types of bullying, including cyber-bullying, racism and
    homophobic harassment or intimidation. Students state that the academy’s tutorial groups, assemblies
    and the personal, social and health education programmes help them to manage risks and deal with these
    different forms of intimidation or bullying if they occur. Students say that they are reassured by the levels
    of supervision at break times and through the academy’s ‘Pupil Voice’ (a forum for students to express
    their views) they can contribute to helping others feel safe and secure.
The quality of teaching is good
  • Leaders have been successful in establishing clarity across the academy about what constitutes good
    student progress. The aspirational and robust approach to the scrutiny of teaching and learning has left no
    one in any doubt about leaders’ and governors’ intolerance of underachievement. This clarity of purpose
    and ambitious approach has raised expectations, reduced ineffective classroom practice and is helping
    teachers to plan more effective lessons on a day-to-day basis and over time.
  • Most of the learning observed in lessons by inspectors, records of leaders’ lesson observations and
    students’ work in books show that an increasing number of students are making better progress than
    previously. Most teachers are now clearly focused on the needs of different groups and teachers’ planning
    usually takes sufficient account of students’ previous learning. As a result, most students, including
    disadvantaged students and those with special educational needs, are making good progress.
  • Teaching overall in English, mathematics and science is good and is improving still further. Teachers
    usually analyse students’ misconceptions. They use assessments of students’ progress to plan work that
    builds on previous learning and this is evident in lessons and in students’ books. Teachers’ marking in
    students’ books shows increasing consistency within and across departments as teachers provide some
    clear pointers for improvement and offer guidance to students about the next steps.
  • Although most of the learning observed in lessons by inspectors was good, there remain a small number
    of lessons where students struggle to reach higher levels. Teachers in these lessons are not identifying or
    assessing any misunderstandings or gaps in knowledge. The most effective practice uses assessment data
    and information about students’ progress and performance, as well as their work in books when marking
    to build on previous learning. This is not yet common practice amongst a minority of teachers.
  • Catch-up programmes and intervention work, including that provided for students who have special
    educational needs, are well devised and effective and are helping most students to catch up on previously
    lost ground. The teaching is also helping disadvantaged students to achieve well, so that the gap is closing
    with other students, both in terms of the standards they reach in English, mathematics and science and
    the progress they make in relation to their starting points.
  • Nonetheless, students who struggle with very basic reading, writing and mathematics, particularly in Key
    Stage 3, do not always get the right support and direction to help them make progress. Learning in such
    lessons requires improvement and is stalling because students are not always receiving enough consistent
    and focused teaching to overcome the barriers caused by students’ low skill levels in literacy and basic
    numeracy. Teachers’ planning in such lessons, particularly in the lower ability groups, does not always
    include enough specific activities or tasks to reinforce or improve students’ basic competence in literacy or
  • Teachers and support staff are improving the way they teach writing as students are able to write at
    length with increasing accuracy. The recent focus on the use of correct spoken English in lessons and an
    increase in discussion during lessons is helping students to share ideas and form sentences before writing.
    Nonetheless, there are still instances when students make unnecessary spelling errors and use limited
    vocabulary when writing independently. Students do not read often or widely enough, both in the
    academy and at home, to extend their use and knowledge of vocabulary.
  • Tutorial times, assemblies and personal study times are used well to develop students’ personal, social
    and learning skills. Teachers take the opportunity to ensure that students are well organised for the day
    ahead, or review their learning from the day, or discuss a relevant topic, such as the recent local or
    national elections.
  • The English, mathematics and science departments have developed effective systems for building up
    students’ skills and knowledge between Years 9 and 11 to prepare them for their GCSE examinations. This
    represents a significant improvement on previous practice and is reflected in much improved examination
    results and more ambitious targets and examination grades for which students can aim. These approaches
    are having a positive impact on most students’ progress over time.
The achievement of pupils is good
  • Standards are rising securely and students’ achievement is improving well, even though attainment in
    English and mathematics in 2014 was below average. Attainment is now in line with last year’s national
    average by the end of Key Stage 4. This represents a significant improvement on previous years. The
    current moderated assessments in Year 7 through to Year 11 show that this improvement is being
  • The large majority students in Years 9 to 11 make the progress expected of them nationally in English,
    mathematics and science. An increasing proportion is exceeding the expected rate of progress and current
    moderated assessments show that the proportion of students making this more rapid rate of progress
    compares favourably with last year’s published national average.
  • The proportion of students gaining five A*-C grades at GCSE, including English and mathematics, is much
    higher than the previous year and the assessments for both Year 10 and Year 11 represent a sustained
    and improving trend that has now been consolidated with the most current assessments. These
    assessments have been checked for consistency and accuracy as part of external moderation. The
    academy has a good track record of predicting the likely outcome of its examination results and this year’s
    data represent a significant uplift in students’ attainment.
  • Students who were supported by the pupil premium were approximately half a GCSE grade behind their
    peers in both English and mathematics last year. The gaps in their attainment and rate of progress have
    narrowed in both subjects and this trend is continuing in the current assessments of students in Years 9 to
    11. Assessments show that a similar gap existed between disadvantaged students and others nationally in
    last year’s test results. This gap is also closing rapidly, as accurate predictions and targets show that grade
    profiles are improving for all groups currently in Years 10 and 11.
  • The academy’s leaders and governors evaluate the impact of the Year 7 catch-up funding rigorously and
    understand how much progress students are making. Assessments show that this year’s’ figures for
    attainment and progress rates improved, as more students are reaching their chronological age in reading
    by the time they finish Year 7. Most of these students have been taken off special educational needs
    support and intervention as they can function in mainstream classes without this additional support. This
    represents good use of the catch-up funding.
  • The current Year 8 and Year 9 students made much improved progress compared with previous years in
    English and mathematics. This is preparing the large majority of students in Year 9 for their GCSE options
    in Key Stage 4. However, students with very low levels of skills and abilities in basic literacy or numeracy
    do not all do as well as they should. A small number of students who struggle to read and write
    independently are not always given the enough support or intervention to help them improve their skills.
    The academy’s leaders have identified this as a priority and intervention programmes and timetabling
    arrangements are being revised to address this.
  • The most able students are achieving well and this is reflected in a higher proportion of them compared
    with previous years attaining three or more A* or A grades at GCSE. In addition, the proportion of most-
    able students making more than the expected rates of progress has increased in both Year 10 and Year 11
    compared with previous years. This follows a pattern of sustained improvement over the last 16 months.
  • Disabled students and those with special educational needs make good progress. The academy’s
    information indicates that the majority of Year 9 and Year 10 students with special educational needs
    made or exceeded expected progress in English and mathematics last year and a similar proportion is
    making the same progress in Year 11.
  • Achievement in subjects other than English and mathematics, such as humanities, modern foreign
    languages, physical education and the creative and performing arts show improved student outcomes and
    progress compared with previous years. This reflects improved teaching and more consistent planning
    across departments.
The sixth form provision is good
  • Leadership and teaching are good in the sixth form. Leaders and staff use and analyse sixth form
    assessment information robustly. This informs the staff how well students have progressed from their
    starting points. The information is also used well to identify gaps between the achievement of
    disadvantaged students’ progress and performance and that of other students. This year’s assessments
    show that disadvantaged students matched or did better than other students. Like the rest of the
    academy, these achievement gaps are closing.
  • Both A-level and AS results in 2014 and current assessments show significant and sustained improvement,
    as reported on previous monitoring inspections. Students’ attainment is improving well as 47% of Year 13
    students last year attained three or more A-levels, which was an improvement on the previous year. The
    outcomes that are likely to be achieved this year continue this rising trajectory as the expected target is
    60% of students attaining three or more A-levels. All students who left last year attained qualifications,
    training or employment. Almost all Year 12 students passed the AS examinations for which they were
  • Retention rates in Year 13 are improving. The fall last year in Year 12 was mainly as a result of students
    undertaking vocational one-year courses. Sixth form leaders and staff are now providing a more balanced
    programme of academic and vocational courses, most of which are two-year programmes. Students report
    that this is much better and are pleased with the options on offer.
  • Students have appropriate opportunities to re-take English and mathematics at GCSE if they do not
    already have a C grade or above, including those who opt for vocational qualifications. Again, students
    welcome this and have reported to inspectors that sixth form provision provides more opportunities for
    them to go on to university, college or training.
  • The positive and supportive climate for learning and study in the sixth form helps students to settle quickly
    and persevere with their ambitions. Students take an active part in the academy, acting as prefects and
    role models to younger students. This gives them a good opportunity to develop leadership and mentoring
    skills. Students are pleased with their sixth form experience and have the opportunity to contribute to
    improving sixth form provision through the sixth form council.
  • Thorough and good quality careers advice, information, guidance and support helps students to make
    informed choices about the next steps in their career options. All students that left last year are in
    education, employment or training. All students who applied to university have been accepted on
    condition of their grade outcomes, gaining their first choice and a number of others are planning to go on
    to scholarships (sport, for example), apprenticeships and training.

What inspection judgements mean


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
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.

School details

Unique reference number 135769
Local authority Walsall
Inspection number 464887

This inspection was carried out under section 8 of the Education Act 2005. The inspection was also deemed a
section 5 inspection under the same Act.

Type of school Secondary
School category 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 1,316
Of which, number on roll in sixth form 134
Appropriate authority Interim Executive Board
Chair Gwayne Webb
Headteacher Paula Ward
Date of previous school inspection 22 January 2014
Telephone number 01922 685777
Fax number -
Email address reveal email: post…

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