Chase Terrace Academy

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About Chase Terrace Academy

Name Chase Terrace Academy
Ofsted Inspections
Headteacher Ms Nicola Mason
Address Bridge Cross Road, Chase Terrace, Burntwood, WS7 2DB
Phone Number 01543682286
Phase Academy
Type Academy converter
Age Range 11-18
Religious Character Does not apply
Gender Mixed
Number of Pupils 1309
Local Authority Staffordshire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils know they are expected to do their best at Chase Terrace Academy. They usually learn well because the curriculum is suitably ambitious and challenges them.

Pupils value how staff encourage them to be independent and are prepared well for their next steps. Sixth-form students appreciate how they are enabled to learn independently and foster their own areas of interest.

Pupils feel safe at school.

However, the behaviour of some pupils, notably those who are older, can be unsettled, especially at social times. Some of these pupils have not taken on board the recent changes to the behaviour policy, despite leaders' efforts to enforce their expectations. Pu...pils say that if bullying happens, it is dealt with appropriately by staff.

Pupils express concern about the disrespectful and derogatory language they occasionally encounter in school. They also want their personal, social and health education (PSHE) lessons to be better.

Many pupils value the extra-curricular opportunities available to them beyond lessons.

There are student leadership opportunities that mean they can contribute their ideas to the development of the school. Pupils are encouraged to be active in supporting their local community and run their own food bank.

What does the school do well and what does it need to do better?

Since the previous inspection, leaders have prioritised the areas for development that were identified by inspectors.

Clear progress has been made in improving the curriculum. Governors and leaders have made important decisions to help strengthen the school in the best way for pupils. The school joined the John Taylor Multi-Academy Trust earlier this year.

This has brought about extra leadership capacity and expertise.Leaders have ordered the curriculum content across subjects to ensure that pupils build their learning progressively. The key stage 3 curriculum has been revised to ensure that all pupils benefit from a broad curriculum.

Leaders have also made the curriculum offer broader in key stages 4 and 5 by adding more vocational courses. Teachers use assessment more effectively to identify and address what pupils do not understand. This helps pupils to know and remember more.

This means that pupils now achieve well.Teachers use their strong subject knowledge well to deliver the curriculum. Their passion for their subject often helps to engage pupils in their learning.

Some teachers include real-life and contemporary links to bring learning alive. For example, pupils in GCSE art choose their own popular culture inspiration for their coursework. This is particularly effective in sixth-form lessons where students value the expertise of their teachers.

Teachers provide the right targeted support for pupils with special educational needs and/or disabilities. This enables pupils to learn and make good progress alongside their peers. This is because staff have identified pupils' specific needs and leaders support teachers in making suitable adaptations to their teaching when needed.

There is a clear strategy to ensure that weaker readers receive appropriate support so that they can access their learning in lessons. Leaders have strengthened partnership working with parents and carers.

There are times when pupils' behaviour in lessons disrupts learning.

Teachers do not always deal with this disruption effectively. The pandemic has intensified this issue. Leaders have made appropriate changes to the behaviour policy in response to this.

They have made headway in raising the staff's expectations of pupils' behaviour. However, changes to the policy are in the early stages of implementation and are not yet consistently followed by all pupils.

Pupils and students have a range of personal development opportunities available to them.

Parents and pupils value the clubs and activities on offer, such as theatre visits. Sixth-form students comment favourably on how these opportunities have contributed to their personal development. Pupils and students are well prepared for their next steps.

They know about the full range of education and employment options available to them.

Pupils do not acquire deep enough learning in their PSHE lessons. The curriculum has been carefully planned and includes all relevant areas of learning.

However, teachers do not use appropriate strategies to ensure that pupils learn the content well. Lessons are sometimes affected by disruptive behaviour and some pupils do not take their learning seriously. This leaves some pupils with gaps in their knowledge and a limited understanding of important topics.


The arrangements for safeguarding are effective.

All staff ensure that safeguarding is a priority. They receive regular, appropriate training in how to identify pupils who may be at risk of harm.

Staff are vigilant and pass on any concerns they have. Leaders take prompt action and work well with external agencies to ensure that vulnerable pupils and families receive the help they need.

Pupils learn how to keep themselves safe through the curriculum, form time and assemblies.

This includes how to stay safe online.

Leaders complete appropriate staff recruitment checks to help ensure adults are safe to work with children.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils do not behave well; they use derogatory language and display disrespectful attitudes to others.

A few teachers do not apply the updated behaviour policy with consistency. This means that pupils experience an inconsistent approach to behaviour management. Leaders should take additional steps to ensure that all staff apply the school's behaviour policy confidently and consistently.

• The teaching of the planned PSHE curriculum is not as effective as it should be. Pupils place less value on these lessons and do not acquire secure enough learning. Leaders should ensure that all teachers of PSHE develop their subject knowledge and pedagogy to deliver these lessons effectively so that pupils are able to remember more of their learning and apply their knowledge effectively.

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