|Name||John Willmott School|
|Ofsted Inspection Rating||Requires improvement
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||04 December 2018|
|Address||Reddicap Heath Road, Sutton Coldfield, West Midlands, B75 7DY|
|Religious Character||Does not apply|
|Number of Pupils||Unknown|
|Number of Pupils per Teacher||17.4|
|Academy Sponsor||The Arthur Terry Learning Partnership|
|Percentage Free School Meals||24.9%|
|Percentage English is Not First Language||11.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The ATLP multi-academy trust is providing support and guidance to the school. The school is an average-sized secondary school with sixth-form provision. The proportion of disadvantaged pupils is well above average and the proportion of pupils with SEND is above average. The proportion of pupils who speak English as their first language is average. A small number of pupils attend full-time alternative provision at St George’s, Albion Foundation and East Birmingham Network Academy 2.
Summary of key findings for parents and pupils
This is a school that requires improvement Leaders and governors have been too slow to address falling standards. As a result, pupils do not achieve as well as they could. Current improvements are leading to better teaching and progress. Initiatives are not yet fully embedded to aid consistency of practice. Disadvantaged pupils do not make the progress of which they are capable. This is because : plans to improve their progress are not good enough. Leaders’ evaluation of their actions and spending lack sufficient scrutiny. The quality of teaching, learning and assessment is not enabling pupils of middle and high ability to make good progress. Where teaching is improving, for example in Year 7, pupils’ basic skills are developing well. Teachers do not have consistently high enough expectations of pupils. Consequently, too many pupils are not confident learners and many do not attain the standards of which they are capable. The leadership of the curriculum has not been effective in supporting good outcomes. Although exclusion rates are falling slowly, leaders are not ensuring that pupils self-regulate their behaviour. At times, behaviour is too boisterous and low-level disruption hinders other pupils’ learning. Despite some marginal improvements in attendance, too many pupils do not attend regularly. Too high a proportion are persistently absent. These absences have a detrimental impact on pupils’ achievement and involvement in school life. While some subjects in the sixth form, including mathematics, business studies and chemistry, secure positive outcomes, overall achievement is too variable. Not all students in the past followed the correct courses. The school has the following strengths The Arthur Terry Learning Partnership (ATLP) multi-academy trust’s support ensures that foundations for improvement are in place. Less-able pupils make good progress. The headteacher is unwavering in her commitment to improve the school. Her work in addressing serious staffing and financial difficulties has been successful. Pupils feel safe at school.