|Name||Pool Hayes Academy|
|Ofsted Inspection Rating||Requires improvement|
|Address||Castle Drive, Willenhall, WV12 4QZ|
|Number of Pupils||1061 (50.3% boys 49.7% girls)|
|Number of Pupils per Teacher||15.9|
|Academy Sponsor||Academy Transformation Trust|
|Percentage Free School Meals||32.7%|
|Percentage English is Not First Language||4.2%|
|Pupils with SEN Support||10.2%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (25 September 2018)
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Information about this school
Pool Hayes is larger than the average-sized secondary school. The proportion of disadvantaged pupils is well above average and on a rising trend. The proportion of pupils who have SEN and/or disabilities is above the national average. The percentage of pupils with an education, health and care plan is above the national average. The percentage of pupils from minority ethnic groups is below the national average. The proportion who speak English as an additional language is well below the national average. The school is a member of the Academy Transformation Trust, having converted to become an academy in 2016. The principal was appointed shortly after the school became an academy. No pupils attend off-site alternative provision.
Summary of key findings for parents and pupils
This is a school that requires improvement Outcomes are not improving quickly enough at GCSE in the English Baccalaureate (EBacc) subjects of English, Spanish and geography. The proportion of pupils achieving good grades in EBacc subjects at GCSE is very low. Leaders? and governors? evaluation of pupils? progress is not rigorous enough, including the impact of additional funding for disadvantaged pupils and those who have special educational needs (SEN) and/or disabilities. Leaders have been unable to tackle weaknesses in some subject areas quickly enough. Teaching is not yet consistently good, particularly in English, Spanish and geography. Teachers across different subjects do not give enough focus to improving pupils? reading and literary skills. There is not enough challenge in teachers? questions or in tasks set for pupils to move on more quickly to the next steps in their learning, including for the most able pupils. Disadvantaged pupils have not made enough progress over time up to the end of key stage 4. The school has the following strengths Leadership, teaching and outcomes in the sixth form are good. Pupils? behaviour, personal development and well-being are good and improving. Care, guidance and support for pupils who have SEN and/or disabilities are strong. Pupils feel safe in school. The number of pupils entered for EBacc subjects at GCSE increased significantly in 2018. Teaching is much improved in mathematics and is good. There are also strengths in teaching in physical education (PE), art and design, dance and drama. Leaders have tackled much of the previous weak teaching and are driving through improvements. Changes to the curriculum are leading to better outcomes for pupils. Parents and pupils responding to surveys were overwhelmingly positive about the school.