|Ofsted Inspection Rating||Requires improvement|
|Address||Leamore Lane, Bloxwich, Walsall, WS2 7NR|
|Number of Pupils||1326 (49.8% boys 50.2% girls)|
|Number of Pupils per Teacher||15.7|
|Academy Sponsor||Matrix Academy Trust|
|Percentage Free School Meals||57.5%|
|Percentage English is Not First Language||8.7%|
|Pupils with SEN Support||16.9%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (05 December 2017)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
Information about this school
The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. The school is a larger than average-sized sponsored academy. It is an all-through school, offering education from Nursery to sixth form. The school opened in January 2012 and is now sponsored by the Matrix Academy Trust. A new secondary headteacher took up post in January 2016. The headteacher in the primary phase started in September 2017. There have been many other changes to leaders and other staff since the previous inspection. The proportion of pupils known to be eligible for support through pupil premium funding is higher than the national average. There is an above-average proportion of pupils who have SEN and/or disabilities who are supported by the school. A below-average proportion of pupils have a statement of special educational needs or an education, health and care plan. The large majority of pupils are White British. One in every 10 pupils speaks English as an additional language. Children in the Reception classes attend full time. Children in the Nursery attend part time. A very small number of key stage 4 pupils attend alternative provision at the skills centre at Elmwood Special School, Walsall. The government sets floor standards, which reflect the minimum expectations for pupils? attainment and progress. In 2016, the primary phase met required standards by the end of Year 6. The floor standards were not met in the secondary phase for the end of Year 11. In the sixth form, the minimum standards were met for academic qualifications but not for applied general qualifications. This information is not yet available for the 2017 cohort because progress information has not yet been validated.
Summary of key findings for parents and pupils
This is a school that requires improvement Academic achievements are not yet consistently good. Some teaching in lessons does not take into account pupils? learning needs. Primary leaders do not track the progress of disadvantaged pupils closely enough to ensure that pupil premium funding is used as well as it can be to support the learning of eligible pupils. Children do not yet make consistently good progress in the early years even though provision is improving. There is now stability in leadership at this stage. Although teaching has improved since the last inspection, primary phase teachers do not consistently support pupils? basic skill development. Leaders are not addressing this effectively through monitoring the impact of teaching. In the secondary phase, outcomes for the most able pupils, disadvantaged pupils and pupils with special educational needs and/or disabilities have improved, but at a slower rate than for other groups of pupils. The school has the following strengths Leadership in the secondary phase is well established and has considerably improved outcomes, teaching, personal development and behaviour. Primary leadership has now been established and has clear expectations that the quality of provision will improve. Rates of progress of secondary pupils have sharply increased since the last inspection. Progress is similar to national rates. Attainment in a wide range of subjects is increasing. Leaders know their school well, including its strengths and weaknesses. Weaknesses have been tackled successfully and vigorously. Leaders make good provision for pupils? personal development and welfare. They promote successfully pupils? spiritual, moral, social and cultural education. Pupils? behaviour is good. They have positive relationships with teachers and each other. Pupils rightly feel safe in school. Outcomes in the sixth form are good and improving. Teaching ensures that students address the essential requirements of their courses. The proportion of sixth formers moving successfully on to higher education or training is rapidly improving.