The Nethersole CofE Academy


Name The Nethersole CofE Academy
Website http://www.thenethersoleceacademy.co.uk
Ofsted Inspection Rating Good
Address High Street, Polesworth, Tamworth, B78 1DZ
Phone Number 01827892357
Type Academy
Age Range 2-11
Religious Character Church of England
Gender Mixed
Number of Pupils 270 (51.9% boys 48.1% girls)
Number of Pupils per Teacher 17.5
Academy Sponsor Diocese Of Birmingham Education Trust
Local Authority Warwickshire
Percentage Free School Meals 17.4%
Percentage English is Not First Language 1.8%
Persistent Absence 9.5%
Pupils with SEN Support 23.7%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (17 March 2015)
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Information about this school

The Nethersole Academy became an academy school on 1 April 2013 and is sponsored by the Diocese of Birmingham Educational Trust. The academy is an average-size. Children in the early years start in the full-time Reception classes at the beginning of the year in which they are five years old. Most pupils are White British. The proportion of pupils from minority ethnic backgrounds is well below average. The percentage of pupils who speak English as an additional language is also well below average. The proportion of disabled pupils and those who have special educational needs is above average. The proportion of disadvantaged pupils (those supported by the pupil premium, which is additional funding for pupils who are known to be eligible for free school meals or looked after by the local authority) is below average. The academy meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. From April 2013 to August 2014 the academy was led by an interim headteacher. There have been significant changes to leadership and staffing in recent months. The headteacher joined the academy in September 2014. At the same time, the two deputy headteachers took up post, as did the leaders of literacy, numeracy and early years. One deputy headteacher is the special educational needs co-ordinator and the other leads literacy throughout the academy. Six other teachers joined the academy in September 2014.

Summary of key findings for parents and pupils

This is a good school. Children get a good start in the early years classes. Teachers use well-chosen activities to develop children’s skills rapidly. Pupils have made particularly good progress in reading, writing and mathematics in Key Stages 1 and 2 this year. Standards are rising across the academy and any gaps between different groups of pupils’ achievement are narrowing. Teachers have high expectations of what pupils can do in English and mathematics. Most able pupils respond particularly well and make very good progress. Pupils find lessons interesting and exciting. Teachers use tasks that enable pupils of all abilities to achieve well. Pupils behave well in and out of lessons. Staff apply policies consistently and fairly to encourage good behaviour. The headteacher has made significant changes which have rapidly improved many aspects of the academy. The headteacher and deputy headteachers rigorously check that the quality of teaching is enabling all pupils to make rapid progress. Governors are committed to making sure that the academy continues to improve. They ask senior leaders searching questions to check how well it is doing and visit often to see for themselves. The governing body has taken effective steps to make sure that the quality of teaching in the academy is good. Pupils feel very safe in the academy. There is always someone they can go to if they have a problem. It is not yet an outstanding school because : Some teachers do not always check frequently that pupils are making the best possible progress in lessons. Some teachers do not have high expectations of pupils’ writing and how well pupils apply their literacy and mathematical skills in subjects other than English and mathematics. Some newly appointed subject leaders who are new to their role do not have the skills they need to bring about improvements in their areas of responsibility.