|Name||Four Dwellings Academy|
|Ofsted Inspection Rating||Good|
|Inspection Date||16 May 2017|
|Address||DWELLINGS LANE, QUINTON, BIRMINGHAM, B32 1RJ|
|Number of Pupils||509 (56% boys 44% girls)|
|Number of Pupils per Teacher||16.5|
|Academy Sponsor||Academies Enterprise Trust (Aet)|
|Percentage Free School Meals||48.4%|
|Percentage English is Not First Language||35%|
|Pupils with SEN Support||14.1%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Four Dwellings Academy is a smaller than average-sized secondary school. Pupils enter the school with starting points significantly lower than the national average. The school converted to become an academy in April 2013 and is sponsored by the Academies Enterprise Trust. The majority of pupils are from minority ethnic groups and an above-average proportion of pupils speak English as an additional language. The large majority of pupils are disadvantaged and eligible for the additional funding of the pupil premium. The proportion of pupils who are identified as having special educational needs and/or disabilities is average. The school meets the government’s current floor standard, which is the minimum expectation for pupils’ progress by the end of Year 11. A small number of pupils attend alternative provision on a part-time basis at key stage 3 and full time at key stage 4. These pupils attend centres called Bridging Skills, Bournville College, Greenhill, The Edge and Southside. 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.
Summary of key findings for parents and pupils
This is a good school Leaders’ ambition and focus have galvanised staff. Strong and committed teamwork have secured improvements to the quality of teaching and outcomes for pupils. Consequently, the quality of education provided by the school is now good overall and well placed to improve further. This school is a highly inclusive and united community where all are welcome. Leaders at all levels, teachers and support staff have high aspirations for pupils. High-quality leadership, consistently good teaching and effective pastoral systems support pupils well. As a result, from a low starting point, pupils who left Year 11 in 2016 made considerable progress, which placed the school’s performance in the top 10% nationally. Although improving, the progress made the by the most able pupils, including the most able disadvantaged pupils is not yet as good as that of their peers nationally with similar starting points. Disadvantaged pupils make good progress from their different starting points across most subjects. This is because leaders carefully focus on addressing barriers to pupils’ learning. Progress in English is significantly above the national average. This is due to good leadership, teaching and assessment. Pupils’ progress in in mathematics is improving from a low base. Leaders are taking steps to ensure that outcomes improve further but have not yet developed a coherent approach to promoting numeracy across a range of subjects. Pupils’ attendance has been above national average for several years and continues to rise. Pupils who have special educational needs and/or disabilities had poor attendance previously. This has improved recently, although their rate of attendance is still below that of their classmates. The school’s curriculum is now broad and balanced. Pupils value the support they receive in making option choices at key stage 4 and decisions about their further education. Governors know the school well, are resolute in their support and offer appropriate challenge. Pupil’s conduct is sensible and mature. They are welcoming to visitors and treat the school environment with respect. The school is a safe environment. Leaders make pupils’ welfare their highest priority.