George Salter Academy

Name George Salter Academy
Ofsted Inspection Rating Good
Inspection Date 17 May 2017
Address Davey Road, West Bromwich, West Midlands, B70 9UW
Phone Number 01215534665
Type Academy
Age Range 11-19
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 1278 (46% boys 54% girls)
Number of Pupils per Teacher 13.8
Academy Sponsor Ormiston Academies Trust
Local Authority Sandwell
Percentage Free School Meals 22.4%
Percentage English is Not First Language 45.6%

information about the standards required for the highest grades in new assessments in

English and mathematics. Pupils with low levels of prior attainment are now making more progress than before in science and humanities. The very small number of pupils who complete some of their education at a different location are achieving well. They make good progress towards qualifications that prepare them well for the next stage of their education. The progress of pupils who have special educational needs and/or disabilities that are supported by the school was below that of other pupils in 2016. As a result of improved rates of progress for current pupils, these differences are reducing, but still present. In 2016 disadvantaged pupils in Year 11 made, on average, about one third of a grade less progress than other pupils nationally. Also, the proportion of disadvantaged pupils who achieved the English Baccalaureate was much lower than for other pupils. The impact of the pupil premium funding is improving because the progress and attainment of current disadvantaged pupils is better. Differences are reducing, but they still remain. 16 to 19 study programmes Good Leaders of post-16 provision have high expectations of students in the sixth form. Their leadership has a positive impact on teaching and outcomes. In 2016, students’ overall outcomes in academic qualifications were well above the national average. Progress was outstanding in psychology, business, law and history and similar to the national average in many other subjects. Leaders’ monitoring information of students currently in the sixth-form predicts similarly strong outcomes overall this year. Sixth-form leaders ensure a wide range of academic and applied general qualifications are available for students. This range meets students’ interests and aspirations. Students are particularly proud of the range of non-qualification activities that are available to them such as the ‘electives’ programme. These opportunities contribute to students’ spiritual, moral, social and cultural development. Students identify many opportunities to contribute to the school and develop their leadership skills. The school’s sixth form meets the requirements of 16 to 19 study programmes. Students who start the sixth form without a grade C or above in English and/or mathematics are required to follow a course to improve their grade. They make good progress in these qualifications, particularly in English. Clear and helpful careers information, advice and guidance successfully supports many students to gain places in university. Others successfully secure other forms of education, employment or training after leaving the sixth form. Students who leave the sixth form before the end of Year 13 are carefully supported to find alternative courses or suitable training or employment. Many students benefit from participating in work experience placements. Where learning is most effective, teachers use information about students’ starting points to plan lessons that develop learning and understanding. For example, teachers use their knowledge of how well students are doing to target questions with an appropriate level of challenge. Then they use these pupils’ answers to develop the understanding of other students. In some applied general lessons, where students are completing assignments that contribute towards their final grades, teachers do not routinely expect the same rates of progress as they do in taught lessons. This slows down the progress that some students make. Students’ progress in applied general qualifications was well below the national average in 2016. Leaders regularly use assessment information to identify which students are falling behind, put appropriate support in place and monitor its impact. Leaders’ analysis suggests that this has proved effective. This is because the difference between outcomes in academic and applied general qualifications looks set to reduce this year. Students’ attendance at school is too low, although improving. Students whose attendance or punctuality do not meet expectations are more closely monitored in these respects. School details Unique reference number 135234 Local authority Sandwell Inspection number 10021070 This inspection was carried out under section 8 of the Education Act 2005. The inspection was also deemed a section 5 inspection under the same Act. Type of school Secondary comprehensive School category Academy sponsor-led Age range of pupils 11 to 19 Gender of pupils Mixed Gender of pupils in 16 to 19 study programmes Mixed Number of pupils on the school roll 1270 Of which, number on roll in 16 to 19 study programmes 277 Appropriate authority Ormiston Academies Trust Chair Mr Frank Green Principal Mr Pank Patel Telephone number 0121 553 4665 Website Email address [email protected] Date of previous inspection 2–3 March 2016

Summary of key findings for parents and pupils

This is a good school Leaders have the capacity to successfully drive improvements at the school. They respond quickly and robustly to improve the school. Leaders have, with the support of Ormiston Academies Trust, successfully tackled the safeguarding concerns identified at the previous inspection. The school’s culture of safeguarding is exemplary. Pupils benefit from high levels of care and support. Leaders make sure the curriculum meets the needs and aspirations of pupils and prepares them very well for the next steps in their education, training or employment. Teachers have good subject knowledge and are passionate and enthusiastic in lessons. In lessons, pupils often benefit from effective questioning that encourages them to think about their work and learn from each other. Overall outcomes at the end of Year 11 and 13 are at least as good as the national average. For some pupil groups, and in some subjects, they are better than this. There are still some variations in outcomes for some groups of pupils, including disadvantaged pupils. Some teachers do not alter their plans effectively in response to how well pupils are doing during lessons. Leaders’ actions have yet to improve the attendance of some groups of pupils, including those who have special educational needs and/or disabilities. As a result, attendance of some groups of pupils is too low. Current systems to encourage and reward pupils do not motivate them sufficiently well.