Ormiston Sir Stanley Matthews Academy

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About Ormiston Sir Stanley Matthews Academy

Name Ormiston Sir Stanley Matthews Academy
Website http://www.ormistonsirstanleymatthewsacademy.co.uk/
Ofsted Inspections
Principal Mrs Kelly Hassall
Address Beaconsfield Drive, Blurton, Stoke-on-Trent, ST3 3JD
Phone Number 01782882200
Phase Academy
Type Academy sponsor led
Age Range 11-16
Religious Character Does not apply
Gender Mixed
Number of Pupils 1154
Local Authority Stoke-on-Trent
Highlights from Latest Inspection


Ormiston Sir Stanley Matthews Academy continues to be a good school.

What is it like to attend this school?

Pupils feel cared for in this inclusive school. Staff know their pupils well and support them to be the best they can be.

The school's core values of confidence, resilience, enthusiasm, empathy, challenge, and kindness are rooted in the curriculum and beyond.

Pupils are kind, respectful and feel safe at school. There are high expectations for pupils and most pupils live up to these.

They behave well in lessons and at social times. However, some pupils do not meet the school's expectations and repeat unwanted behaviours. Leaders have not ensured that these pu...pils get the support they need.

Many older pupils are role models for their younger peers. The reading mentors in Year 10 help younger pupils to gain the confidence to read fluently. The 'OAT student voice' group gathers views and take these to leaders to bring about change.

They have introduced 'anti-bullying and well-being ambassadors' to encourage pupils to talk about their concerns.

The extra-curricular programme has something for everyone. It includes badminton, a drum workshop, keyboard club, and chess club.

There are also visits to Berlin, South Africa, and reward trips to theme parks. Many pupils take part, including pupils with special educational needs and/or disabilities (SEND).

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

The curriculum is well sequenced and ambitious for all pupils.

It is broad and balanced. Pupils have started to recognise the importance of studying a language. As a result, the number of pupils completing the full suite of subjects which make up the EBacc is increasing.

Teachers regularly revisit what has already been taught. Pupils can make links between what they know and their new learning. Most teachers do not move on to new work until all pupils have a secure understanding of what is being taught.

When needed, they will re-teach and ensure that pupils have mastered the skills and concepts required. As one pupil said, 'No pupil is left behind'. However, in some lessons, teachers do not routinely check that pupils are consolidating their learning.

As a result, some pupils continue to make the same mistakes or find the work too easy.

Leaders have prioritised reading. Careful thought has been put into the books that pupils read.

They learn about diversity, social disadvantages, and cultural challenges. Pupils who struggle to read get the support they need. This includes reading interventions and lessons being taught in more manageable chunks.

This helps pupils to catch up quickly.

Leaders ensure that pupils with SEND can access the same curriculum as their peers. The SEND team identify what each pupil's needs are.

Staff use this information to make changes to their lessons. Pupils with SEND receive further guidance in the 'thrive centre' where they are given strategies to help manage their needs. All of this helps pupils to achieve well.

Pupils focus on their learning in lessons. There is a calm and purposeful atmosphere around the school. However, for a small minority of pupils, the behaviour systems are not having the desired impact.

Too often pupils repeat the same poor behaviours. Leaders recognise that more work needs to be done to understand the root of the behaviour issue, so that pupils get the help they need.

The wider development curriculum includes topics such as online safety, healthy relationships, and harmful sexual behaviours.

It is amended as necessary to include issues that arise in the local area, such as gangs, and knife crime. Pupils have a good understanding of these topics. Pupils receive guidance about further education, employment, and training.

This includes visits from local colleges, on-site work experience with employers, and mock interviews. This means that pupils are well prepared for their next steps.

Staff feel well supported by leaders and enjoying working at the school.

They appreciate opportunities for collaboration and sharing good practice with their colleagues. Leaders have accurately identified what the strengths and weaknesses of the school are. Governors have an oversight of what is working well and what is not.

They recognise what changes should happen for the school to continually improve.


The arrangements for safeguarding are effective.

There is a culture of safeguarding in the school.

Pupils are taught how to stay safe in and out of school, and know the potential dangers associated with the internet. Staff report any concerns they have. The safeguarding team deal with these quickly to ensure the pupils get the right help at the right time.

Leaders have ensured that staff have had the appropriate recruitment checks. Staff receive regular training and updates. They are alert to signs to be aware of if pupils are at risk of harm.

This creates vigilance throughout the school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some teachers do not rectify the misconceptions that pupils may have or check how to support pupils who find the work too easy. This means that pupils do not consistently learn from their mistakes, nor do they enhance their knowledge.

Leaders should ensure that all teachers use the assessment systems as intended and check that teachers are providing pupils with opportunities to consolidate their learning. ? Leaders have not ensured that the behaviour systems are having the desired impact for all pupils. Some pupils often repeat the same unwanted behaviours, which results in further sanctions being given.

Leaders should ensure that they systematically analyse the information they collect about behaviour and use this carefully to review the way in which they manage behaviour. They should use this information carefully to consider the root causes of issues so that that the pupils get the support and intervention they need to improve their behaviours in line with the school's values.


When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually, this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour, or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good in 11–12 October 2017.

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