|Name||Wednesfield High Academy|
|Ofsted Inspection Rating||Requires improvement|
|Address||Lichfield Road, Wednesfield, Wolverhampton, WV11 3ES|
|Religious Character||Does Not Apply|
|Number of Pupils||892 (53.7% boys 46.3% girls)|
|Number of Pupils per Teacher||16.6|
|Academy Sponsor||University Of Wolverhampton Multi Academy Trust|
|Percentage Free School Meals||30.6%|
|Percentage English is Not First Language||16.3%|
|Pupils with SEN Support||14.6%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (04 December 2018)
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Information about this school
This is an average-sized school. It is an academy sponsored by UWMAT. According to its scheme of delegation, UWMAT’s board of trustees has responsibility for the school’s ethos, values and strategic direction and for holding the headteacher to account for the school’s performance. The school’s IAB has responsibility for day-to-day matters, including standards, teaching, the curriculum and providing support and challenge to leaders. It has an above-average proportion of disadvantaged pupils. The proportion of pupils who speak English as an additional language is approximately average. The proportion of pupils with SEND is broadly average. A small number of pupils attend alternative provision placements at Lawnswood Campus.
Summary of key findings for parents and pupils
This is a school that requires improvement Pupils’ outcomes at the end of key stage 4 have been weak in most subjects over recent years. This has particularly been the case for disadvantaged pupils and those with special educational needs and/or disabilities (SEND). Not enough teaching is good. Some teachers do not expect enough from pupils, especially the most able. They do not use questioning well and they do not check that pupils understand what they are studying in lessons. Some middle leaders have an over-generous view of the quality of teaching in their subjects. They lack the expertise to lead the improvement of teaching in their areas. The key stage 3 curriculum, provided by leaders and governors, does not give pupils sufficient time to develop their knowledge in languages or the arts. Sixth-form students’ outcomes on A-level courses have been weak in recent years. Some students have taken inappropriate courses, given their academic ability. There is too much low-level disruption of lessons. A minority of teachers do not manage pupils’ behaviour as well as they should. Senior leaders’ checks on low-level disruption are not as effective as their checks on teaching and progress. The school has the following strengths The headteacher and senior leaders have overseen considerable improvements to the school over the past 18 months. Behaviour, teaching and pupils’ progress have all improved greatly during that time. The school now provides an acceptable standard of education. Pupils feel safe and are well cared for by staff. The school is a respectful and tolerant multi-cultural community. Careers education is a strength of the school. Consequently, almost all pupils and students move to education, employment or training when they leave Year 11 or Year 13. Many aspects of the sixth form are very effective. Students have well-planned, individualised study programmes. They develop good employability skills as a result.