|Name||Joseph Leckie Academy|
|Ofsted Inspection Rating||Requires improvement|
|Address||Walstead Road West, Walsall, WS5 4PG|
|Religious Character||Does Not Apply|
|Number of Pupils||1426 (52.8% boys 47.2% girls)|
|Number of Pupils per Teacher||15.6|
|Academy Sponsor||Joseph Leckie Academy Trust|
|Percentage Free School Meals||36.9%|
|Percentage English is Not First Language||73.4%|
|Pupils with SEN Support||12.9%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (19 September 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 does not meet requirements on the publication of information about pupil premium funding and governance. The school does not comply with Department for Education guidance on what academies should publish on their website about pupil premium funding and governance. Joseph Leckie Academy converted to become an academy school on 1 February 2012. The school is larger than the average-sized secondary school. The school does not use alternative provision. The percentage of pupils who are known to be eligible for free school meals is significantly above the national average. Most pupils are from minority ethnic groups. Most pupils? first language is not or believed not to be English. The percentage of pupils with a statement or education, health and care plan is below average. The school meets the current government floor standards.
Summary of key findings for parents and pupils
This is a school that requires improvement Historically, too many pupils have not made the progress they should. This includes disadvantaged pupils, those of white British heritage and pupils with special educational needs and/or disabilities. The quality of teaching, learning and assessment is variable. Teaching is not enabling current pupils to make the progress of which they are capable in some subjects. Teachers do not consistently and carefully check pupils? understanding in lessons so that they can give individuals extra support or move them on to more demanding work. Leaders do not target pupil premium funding specifically enough. Governors do not hold leaders sufficiently to account for how it is spent or for outcomes achieved by disadvantaged pupils. The school website does not contain all of the required information. Leaders? evaluation of the school?s overall performance is generous because it focuses too much on the strategies being used and not enough on their impact. Leaders? monitoring and evaluation of the performance of the school are not rigorous enough. Their use and analysis of data have not been sharp enough to drive rapid improvement. Although the quality of middle leadership is improving, not all middle leaders have a sufficiently well-informed view of their strategic contribution to whole-school planning. Attendance is improving too slowly, particularly for disadvantaged pupils and pupils who have special educational needs and/or disabilities. The school has the following strengths Strong relationships exist between pupils and their teachers. As a result, the care for their personal development and well-being is good. Outcomes in the sixth form are good. The school provides an inclusive curriculum, effective teaching and good support. Consequently, students achieve well.