WMG Academy for Young Engineers (Solihull)

About WMG Academy for Young Engineers (Solihull) Browse Features

WMG Academy for Young Engineers (Solihull)

Name WMG Academy for Young Engineers (Solihull)
Website https://solihull.wmgacademy.org.uk/
Ofsted Inspection Rating Good
Inspection Date 27 February 2019
Address Chelmsley Road, Chelmsley Wood, Birmingham, B37 5FD
Phone Number 01212893556
Type Academy
Age Range 14-19
Religious Character Does not apply
Gender Mixed
Number of Pupils 324 (84% boys 16% girls)
Number of Pupils per Teacher 15.5
Academy Sponsor Wmg Academy For Young Engineers
Local Authority Solihull
Percentage Free School Meals 18.2%
Percentage English is Not First Language 8.6%
Persisitent Absence 9.4%
Pupils with SEN Support 10.5%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

This school is an academy. It is part of the WMG academies trust. The school is a university technical college in collaboration with the University of Warwick, specialising in engineering and manufacturing. Governance of the school is provided by the local governing board. The school is smaller than average. The majority of pupils are of White British origin. The proportions of disadvantaged pupils and pupils with support for SEND are above average. The number of pupils on an education, health and care plan is average. The school does not provide any off-site alternative provision for any of its pupils.

Summary of key findings for parents and pupils

This is a good school The executive principal, the dedicated leadership team and the Warwick Manufacturing Group (WMG) have, in a short time, created a school in which the ethos of ‘business like – business led’ prevails. The school has a workplace feel to it. Pupils benefit from many opportunities to engage with prestigious employers. Leaders know their school very well and have an accurate view of the school’s strengths and aspects to improve. They address quickly any areas that fall short of their high expectations. During their time at the school, pupils make strong progress from their different starting points, including disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND). The school’s curriculum is carefully planned and reviewed regularly to meet its aim of creating young engineers of the future. It is employment-need driven and highly effectively underpinned by employability skills and pupils’ personal development. Pupils are exceptionally well prepared for their next steps. Pupils display a business-like attitude. They dress smartly, behave professionally and work hard. Pupils are highly complimentary of the many opportunities afforded to them to engage with potential future employers. Teaching in mathematics is not always as good as it could be. Leaders know this and are taking robust action. With support from governors and colleagues from within the trust, improvement strategies are beginning to have a positive impact and teaching is improving. Pupils, staff, parents and carers are unanimous in their praise for leaders and the pastoral care provided. As a result of pastoral work, exclusions have reduced sharply, and pupils’ attendance has increased markedly. Both figures are now at least in line with national averages for all groups of pupils. The sixth-form provision is strong. The curriculum is planned effectively, and students achieve well on courses that match closely their career aspirations. As a result, they move on to a range of destinations. A notable number go on to apprenticeship placements. Some teachers do not routinely provide work that is sufficiently challenging for most-able pupils. Consequently, these pupils do not yet make the progress of which they are capable. Teachers do not address pupils’ literacy mistakes quickly enough or provide opportunities for them to write at length. As a result, some pupils’ written work is not extensive enough or shows mistakes that are being repeated over time.