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Wodensborough Community Technology College Closed - for academy Oct. 31, 2013

see new Wodensborough Ormiston Academy

Wodensborough Community Technology College
Hydes Road
Wednesbury
West Midlands
WS100DR

0121 *** ***

Headteacher: Mr Stephen Lanckham B.Ed. (Hons)

Website: www.wodensboroughctc.co.uk

School holidays for Wodensborough Community Technology College via Sandwell council

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Secondary — Community School

URN
104006
Education phase
Secondary
Establishment type
Community School
Establishment #
4023
Close date
Oct. 31, 2013
Reason closed
For Academy
OSGB coordinates
Easting: 399980, Northing: 294520
GPS coordinates
Latitude: 52.549, Longitude: -2.0017
Accepting pupils
11—18 years old
Ofsted last inspection
Nov. 6, 2012
Region › Const. › Ward
West Midlands › West Bromwich East › Friar Park
Area
Urban > 10k - less sparse
Admissions policy
Comprehensive
Main specialism
Technology (Operational)
SEN priorities
SpLD - Specific Learning Difficulty
Sen2
HI - Hearing Impairment
Sen3
SpLD - Specific Learning Difficulty
Sixth form
Has a sixth form
Learning provider ref #
10007565

Rooms & flats to rent in Wednesbury

Schools nearby

  1. Wodensborough Ormiston Academy WS100DR (963 pupils)
  2. 0.3 miles Tameside Infant School WS100EX
  3. 0.3 miles Tameside Junior School WS100EX
  4. 0.3 miles Tameside Primary School WS100EZ (537 pupils)
  5. 0.4 miles Mesty Croft Primary School WS100QY
  6. 0.4 miles Moorlands Primary School B712NZ (209 pupils)
  7. 0.4 miles Mesty Croft Academy WS100QY (407 pupils)
  8. 0.5 miles Hall Green Primary School B712JQ (433 pupils)
  9. 0.5 miles Hall Green Junior School B712JQ
  10. 0.5 miles Hall Green Infant School B712JQ
  11. 0.6 miles The Bridge Centre (KS4 Unit) B712JN
  12. 0.6 miles Joseph Edward Cox Junior School WS100JG
  13. 0.6 miles Joseph Edward Cox Infant School WS100JG
  14. 0.6 miles Manor Foundation Business, Enterprise & Sports College WS100JS
  15. 0.6 miles Millfield School B712JN
  16. 0.6 miles The Priory Primary School WS100JG (236 pupils)
  17. 0.6 miles Sandwell Community School B712JN (82 pupils)
  18. 0.7 miles Park Hill Primary School WS100TJ (259 pupils)
  19. 0.7 miles St John Bosco Catholic Primary School B712ST (261 pupils)
  20. 0.7 miles St John's CofE Primary School WS107AL (193 pupils)
  21. 0.7 miles Menzies High School Science College B712BX
  22. 0.7 miles The Phoenix Collegiate B712BX (1451 pupils)
  23. 0.7 miles St John's CofE Primary School WS107AL
  24. 0.8 miles Kent Close Junior and Infant School B712SL

List of schools in Wednesbury

Ofsted report transcript

19 September 2013
Stephen Lanckham
Wodensborough Community Technology College
Hydes Road
Wednesbury
WS10 0DR
Dear Mr Lanckham

Special measures monitoring inspection of Wodensborough Community
Technology College

Following my visit with Hilary Green, Additional Inspector, and Kerin Jones,
Additional Inspector, to your school on 17–18 September 2013, I write on behalf of

Her Majesty’s Chief Inspector of Education, Children’s Services and Skills to confirm

the inspection findings. Thank you for the help you gave during the inspection and
for the time you made available to discuss the actions which have been taken since

the school’s previous monitoring inspection.

The inspection was the third monitoring inspection since the school became subject
to special measures following the inspection which took place in November 2012.
The full list of the areas for improvement which were identified during that
inspection is set out in the annex to this letter. The monitoring inspection report is
attached.
Having considered all the evidence I am of the opinion that at this time:
The school is making reasonable progress towards the removal of special measures.
As discussed, please contact me to discuss any new plans you may have to appoint
newly qualified teachers to specific departments before the next monitoring

inspection.

This letter and monitoring inspection report will be published on the Ofsted website.

I am copying this letter and the monitoring inspection report to the Secretary of

State, the Chair of the Governing Body and the Director of Children’s Services for

Sandwell.

Yours sincerely
Gwendoline Coates

Her Majesty’s Inspector

Serco Inspections
20 Colmore Circus Queensway
Birmingham
B4 6AT
T 0300 123 1231
Text Phone: 0161 6188524
enquiries@ofsted.gov.uk
www.ofsted.gov.uk
Direct T: 0121 679 9165
Direct email: victoria.mortimore2@serco.com

Annex

The areas for improvement identified during the inspection which took
place in November 2012

 Improve teaching so that it is good or better by making sure that all teachers are: 

– insisting on high standards of behaviour at all times
– expecting the very best work from all students so that they achieve better grades
– ensuring that lessons make full use of the time available and match work to

students’ different capabilities so that all are engaged and fully on task 

– finding opportunities for students to work more independently
– developing the use of questioning to check students’ understanding and involve

them more in their learning 

– improving feedback to students so that they know how to improve their work

and checking that students act upon teachers’ suggestions 

– providing opportunities for students to assess their own work.

 Raise students’ attainment and progress across the school, especially in English and

mathematics, by:

– improving the systems for tracking students’ progress and providing effective

additional support for all those at risk of underachieving

– helping students to develop their skills and confidence in reading, writing and

mathematics

– providing effective support for boys to develop their writing
– setting challenging targets for students so that they aim to make good progress.

 Improve the effectiveness of leaders and managers by ensuring:

– new systems for checking students’ progress and the quality of teaching are

used effectively by all leaders to bring about the required improvements

– that the pupil premium funding is used effectively to support eligible students

who are at risk of underachieving

– senior and subject leaders take greater responsibility for improving teaching and

for sharing good practice

– governors are more active in monitoring the school and checking that agreed

actions are effective in improving the quality of teaching and achievement of
students.



 Improve the support provided and accelerate the progress of disabled students and

those who have special educational needs, including those in the specially resourced
provision, by

– revising the whole-school policy so that it better meets the specific needs of the

students in the school

– reviewing the register so that it only includes those who need to be on it
– improving the procedures for assessing and monitoring students’ progress
– providing appropriate training for all teachers so that they can support students

more effectively in mainstream classes

– ensuring that better use is made of teaching assistants within lessons and when

working one-to-one with individual students.

Report on the third monitoring inspection on 17–18 September 2013
Evidence

Inspectors observed the school’s work, scrutinised documents, met with the
headteacher, senior and middle leaders, groups of students, the Vice Chair and
another member of the governing body, and a representative of the local authority.
Inspectors observed 19 lessons; 10 of these observations were done jointly with the
headteacher and members of the senior leadership team.

Context

Since the last monitoring inspection in May 2013, five full-time teachers, three
teachers on fixed-term contracts, 16 learning support assistants and four other
support staff have left the school. Three new teachers joined the school in
September 2013, including a new head of physical education and another teacher
returned from maternity leave. Further appointments have been made for January
2014 and other positions are being advertised. Plans are in place for the school to
become an academy on 1 November 2013.

Achievement of pupils at the school

As a result of improvements to the quality of teaching and improved systems to
monitor and track students’ progress, 43% of students in Year 11 gained five or
more GCSE passes at grades C or above, including in English and mathematics, in
summer 2013. This was an improvement of 10 percentage points on the previous
year and the highest percentage achieved in the school’s history. Boys’ attainment
and progress overall improved as a result of focused actions taken by the school.
The proportion of students making the progress they should in English rose
significantly and the gap between the progress made by girls and boys narrowed
significantly. However, the proportion of students making the progress they should
in mathematics declined and the gap between girls and boys widened slightly. In
contrast, in vocational subjects, on average, students made more than the progress
expected of them. At Key Stage 3, monitoring data show a range of subjects where
a greater proportion of students than the national average is making the progress
they should.
Pupil premium funding is bringing about improvements in the attainment and
progress of eligible students but, overall, it is not yet showing an appreciable impact
on closing the gap in achievement between eligible students and those students who
are not eligible. Despite this, in a number of subjects at Key Stage 3, students
eligible for the pupil premium outperform other students.
Work on improving literacy and reading levels at Key Stage 3 continues to have a
positive impact. Extensive work has now been done to identify levels of literacy
across the school so that more focused intervention can be put in place and teachers
in all subjects can promote improved literacy in their lessons. It is too early to
evaluate the impact of this.

The quality of teaching

Data from faculty reviews, which involve local authority advisers and senior leaders
observing lessons, and the school’s regular monitoring activities, indicate that the
quality of teaching is improving and inadequate teaching has been eradicated. As a
result, the rates at which students make progress and their overall attainment are
improving. In some subjects, however, there is little evidence to show that students’
learning over time is improving. Lesson observations during the inspection reflected

the school’s own data, which show that, while good or better teaching challenges

and stretches the students and allows them to make at least good progress, too
much teaching still requires improvement. In these lessons, teachers do not take
into account the needs of individual students with different abilities and thus do not
provide sufficient challenge for every student in the class. As a result, where
teaching still requires improvement, students are less likely to make the progress
expected of them. The quality of oral and written feedback that students receive on
their work is too variable and is not always helpful enough in enabling them to
improve their work. Despite this, relationships between teachers and students are
consistently good, students are ready to learn and remain on task in lessons.

Behaviour and safety of pupils

Students are enthusiastic in their support of the school and the improvements that
have been made over the last year. Attendance is improving, persistent absence is
declining and the rate of fixed-term exclusions has fallen. A new system has been
introduced to encourage students to take greater responsibility for their attendance,
punctuality and behaviour at school, but it is too early to gauge the impact of this. A
consistent and sustained focus on punctuality to lessons has meant that lessons now
start on time or even early, and this has sparked an improvement in students’
attitudes. Many students comment on the higher expectations staff now have about

students’ dress, behaviour and work. Students recognise that the new deputy

headteacher has brought improvements, saying, ‘He is serious about us attending
and arriving punctually.’ Behaviour in almost all lessons observed during the
inspection was good or better. All safeguarding requirements are in place, and
students say they feel safe and are confident that teachers will deal effectively and
promptly with any concerns they might report.

The quality of leadership in and management of the school

The headteacher continues to steer the school’s improvement well. He is relentless

in ensuring strong quality assurance systems are in place and that monitoring
systems are well integrated to ensure a joined-up approach that makes students’
achievement the top priority. Governors, staff and students feel confident in the

headteacher’s leadership and report a change in the culture of the school that is

characterised by much higher expectations about the quality of leadership, the

quality of teaching and students’ achievement. With the support of his senior

leadership team, he has achieved a lot in a year but there is still much to do.
Although improvement is evident in all key areas, improvement in some areas still
needs more focused attention, for example in relation to the use of data and to
provision for disabled students and those who have special educational needs.
Data systems are improving and now provide a wealth of timely and valuable
information about the performance of students and the quality of teaching.
However, leaders have not focused enough on how to use this information and how
to share it so that it has the greatest impact on improving the quality of teaching,
the planning of interventions and the progress students make.
Provision for disabled students and those who have special educational needs has
improved. A new policy identifies clear roles and responsibilities of all adults, and
there has been a significant reduction in the number of students on the special
educational needs register. There is scope for this number to be further reduced if
teaching across the school focuses more effectively on meeting the needs of
individual students by personalising learning. There are missed opportunities to

improve the assessment and monitoring of students’ academic progress, for

example, by the wider use of the available specialist system by mainstream subject
teachers. This would facilitate the setting of challenging targets that can reflect the
small steps of progress expected of learners with more complex needs and at the
same time improve opportunities for the analysis of data to inform teachers’
planning. The effective use of teaching assistants remains an area for development
across the school and the specialist provision. Insufficient training has yet to be
provided for teaching assistants in the specific skills needed to help raise
achievement across subjects, and for many teachers in the effective and creative
management and deployment of teaching assistants in lessons.
Senior and middle leaders (both pastoral and subject) are now fully accountable for
the performance of teachers and students in their areas of responsibility. The
success with which they carry out their roles and the impact they are having on
students’ outcomes and teachers’ performance is variable. Where subject leadership
is strong, the quality of teaching and the achievement of students are improving
more strongly. It is not yet clear how well the very good practice that exists in the
school is shared in order to promote more consistency in quality, for example
between subject departments, or between areas of the school such as the
mainstream and the special educational needs unit.
The recruitment of high-quality teachers, particularly in key subjects such as English
and mathematics, is an on-going problem for the school and reflects similar
difficulties for other schools in the region.
Governors are much more informed about the school than at the time of the last full
inspection. The governing body has a new structure that ensures more
accountability and requires individual governors to take responsibility for particular

aspects of the school’s performance. As a result, governors are now much more

effective in questioning school leaders and exploring areas that need further
improvement.
The school is well prepared for its transition to academy status in November.

Planning for this change has not disrupted the school’s drive to improve, as is

evident from the improved outcomes for students.

External support

The local authority continues to support the school by contributing to its faculty
reviews, by providing focused subject support, for example in mathematics,
intensive support for individual teachers who are identified as underperforming and
training for the governing body. The headteacher’s links with high-performing
schools continues to allow him and his senior and middle leaders to learn from good
practice in other schools.

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