|Ofsted Inspection Rating||Good|
|Address||Castlefields Way, Madeley, Telford, TF7 5FB|
|Religious Character||Does Not Apply|
|Number of Pupils||1188 (48.9% boys 51.1% girls)|
|Number of Pupils per Teacher||14.0|
|Academy Sponsor||Thomas Telford Multi Academy Trust|
|Local Authority||Telford and Wrekin|
|Percentage Free School Meals||24.4%|
|Percentage English is Not First Language||5.2%|
|Pupils with SEN Support||17.4%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (02 May 2013)
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Information about this school
Madeley Academy is an average-sized community academy. Most students are White British. The number of students from a minority ethnic background is small and few speak English as an additional language. The proportion of disabled students and those who have special educational needs supported through school action is below average. The proportion of students supported at school action plus or with a statement of special educational needs is above average. The proportion of students eligible for the pupil premium, which provides additional funding for students known to be eligible for free school meals, those from service families or those looked after by the local authority, is almost double the national average. In this school, it applies only to those eligible for free school meals and those looked after by the local authority. The school meets the government’s current floor standards, which set the minimum expectations for students’ attainment and progress by the end of Key Stage 4. The school has a very few students who receive alternative education using the services of Telford and Wrekin Council’s Education Development Service.
Summary of key findings for parents and pupils
This is a good school. Students achieve well. From below-average starting points, students make good progress so that, by the end of Year 11, they reach standards which are in line with national averages in most subjects. The school is well led. The headteacher has high expectations of staff and students. She has built a team which is committed to improving the quality of teaching and increasing the rates of progress made by students. Teaching is usually good or better, and consistently so when students are taught in small groups. Teachers know their subjects well. Students who fall behind with their work are well supported to catch up. Students at risk of not doing well make good progress. This is because they receive extra support tailored to their needs. Students feel safe in lessons and around the school. They have good attitudes to learning and get on well together. Members of the governing body are well informed about the school’s work and consistently challenge the school to raise its expectations of students and staff. The sixth form is good. Students do well in their examinations. Many have secured places at university. The range of subjects and courses on offer is outstanding. The opportunities for students’ spiritual, moral, social and cultural development are outstanding. It is not yet an outstanding school because : The work set by teachers does not always stretch more-able students and is sometimes too hard for less-able students. Students do not receive consistent advice about how to improve their work. Leaders and managers have not made enough use of the existing good practice to improve teaching and marking.