|Name||Tamworth Enterprise College and AET Academy|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||20 June 2018|
|Address||Birds Bush Road, Belgrave, Tamworth, Staffordshire, B77 2NE|
|Number of Pupils||593 (50% boys 50% girls)|
|Number of Pupils per Teacher||17.9|
|Academy Sponsor||Academies Enterprise Trust (Aet)|
|Percentage Free School Meals||21.3%|
|Percentage English is Not First Language||2%|
|Pupils with SEN Support||15.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Tamworth Enterprise College has been part of the AET since 2012. The number on roll has fallen since the previous inspection. The vast majority of pupils are from White British backgrounds. The proportion of pupils from minority ethnic backgrounds is well below the national average. The proportion who speak English as an additional language is well below the national average. The proportion of pupils who have SEN and/or disabilities is average. The proportion of pupils who are eligible for support through the pupil premium is above the national average. The school works with Kettlebrook Short Stay School in Tamworth. This is a pupil referral unit and is used to provide alternative provision for some pupils. The school meets the government’s current floor standards, which set the minimum expectation for pupils’ attainment and progress.
Summary of key findings for parents and pupils
This is a school that requires improvement In 2017, pupils made poor progress in a range of subjects, including science, history and geography. Although the progress of disadvantaged pupils is improving, the support they receive is not helping them to catch up with their peers quickly enough. The quality of teaching and learning is too variable. This means that pupils do not make as much progress as they should. Some teachers do not plan work that matches pupils’ learning needs. This means that some pupils, including the most able, are not challenged and become distracted. Disadvantaged pupils do not attend school regularly enough. Leaders and governors have not secured sufficient improvements in the quality of teaching and pupils’ outcomes. Leaders’ improvement plans are not sharp enough and do not focus sufficiently on whether pupils are making enough progress. Many pupils do not have access to high-quality advice and guidance about careers or their next steps in education. Professional development opportunities over time have not led to sufficient improvements in the quality of teaching in some subjects. Governance has strengthened in recent times, but the full impact of their actions is yet to be seen. The school has the following strengths School leaders want the very best for the pupils in their care and, as a result, pupils are very well cared for and supported, particularly vulnerable pupils. The support received from the multi-academy trust is leading to greater collaboration and sharing of good practice. Safeguarding is effective. Pupils feel safe in school and know where to go if they have any issues with bullying or discriminatory attitudes. These are extremely rare. Pupils’ conduct around school is orderly. They are courteous and show respect for fellow pupils, staff and visitors.