Values Academy


Name Values Academy
Website http://www.valuesacademy.org.uk
Ofsted Inspection Rating Good
Inspection Date 21 May 2019
Address 15 Key Hill, Hockley, Birmingham, West Midlands, B18 5PB
Phone Number 01215230222
Type Independent (special)
Age Range 11-17
Religious Character None
Gender Mixed
Number of Pupils 19 (68% boys 32% girls)
Local Authority Birmingham
Percentage Free School Meals 0%
Pupils with SEN Support 0%
Catchment Area Information Available No
Last Distance Offered Information Available No

Information about this school

Values Academy is an independent day school in Hockley, Birmingham. The school offers placed for pupils ages 11 to 18 with social, emotional and behavioural difficulties. The school is registered for 35 pupils. There are currently 20 pupils on the school roll. Pupils all have an EHC plan. Pupils have range of needs including attention deficit hyperactivity disorder, Asperger syndrome and mental health needs. Pupils are referred from a number of local authorities including Birmingham, Sandwell, Coventry and Solihull. Prior to joining the school, a high proportion of pupils have been permanently excluded from previous settings. Many pupils have not attended school for extended periods of time. The school offers places to post-16 students; however, at the point of inspection the number of post-16 students was extremely low. In the interest of confidentiality,

Summary of key findings for parents and pupils

This is a good school Leadership is focused and determined. The work of leaders has a positive impact on all aspects of the school. Leaders have created a values-based culture where pupils are able to thrive. As a result, the vast majority of pupils display positive attitudes towards their learning. Personal development is a key strength of the school. Staff work effectively with pupils to develop their social skills and emotional resilience. Relationships between pupils and their peers are positive. Leaders create many opportunities for pupils to develop spiritually, morally, socially and culturally. As a result, pupils understand and respect differences. The curriculum is broad and balanced. Pupils are able to access a range of academic and vocational opportunities. They develop core skills and an understanding of the world. Pupils are well prepared for the future. The proprietor has ensured that all independent school standards are met. Safeguarding is effective. Staff are highly vigilant. They act quickly on areas of concern. Pupils are taught how to keep safe. Pupils say they feel safe. Pupils’ behaviour is good. Pupils understand what is expected of them. Pupils say their behaviour has improved since joining the school. Leaders work well with parents and external agencies to promote good attendance. For a small number of pupils, attendance is low. This is, however, an improvement when compared to their attendance at previous settings. The majority of teachers use prior information to plan learning that meets pupils’ needs. Teachers use secure subject knowledge to engage and motivate pupils. As the result of this good teaching most pupils make good progress from their starting points. On rare occasions, teaching lacks challenge for the most able pupils. This limits the progress these pupils are able to make Compliance with regulatory requirements The school meets the requirements of the schedule to the Education (Independent School Standards) Regulations 2014 (‘the independent school standards’) and associated requirements.