Oldbury Academy

Name Oldbury Academy
Website http://oldburyacademy.co.uk/
Ofsted Inspection Rating Requires improvement
Inspection Date 05 December 2017
Address Pound Road, Oldbury, West Midlands, B68 8NE
Phone Number 01215333750
Type Academy
Age Range 11-16
Religious Character Does not apply
Gender Mixed
Number of Pupils 1495 (52% boys 48% girls)
Number of Pupils per Teacher 14.6
Academy Sponsor Oldbury Academy
Local Authority Sandwell
Percentage Free School Meals 24.3%
Percentage English is Not First Language 35.5%
Persisitent Absence 17.5%
Pupils with SEN Support 11.1%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. Oldbury Academy is much larger than most secondary schools. There are a higher proportion of boys than girls in all year groups. Almost half of the students are of minority ethnic heritage. One in four students speak English as an additional language, which is above the national average. The proportion of pupils who have SEN and/or disabilities is above average. The proportion of pupils eligible for pupil premium funding is above average. Twelve pupils attend off-site provision full time. Pupils attend Impact Independent School, Whiteheath Pupil Referral Unit and Huntercombe Hospital, Stafford.

Summary of key findings for parents and pupils

This is a school that requires improvement In 2017, too many pupils did not make enough progress in English, mathematics and in the English Baccalaureate (EBacc) element, including modern foreign languages (MFL) and science. This was also the case for disadvantaged pupils and pupils who have special educational needs (SEN) and/or disabilities. The quality of teaching in the school is improving, but continues to vary across subjects. Historically, teaching has not enabled pupils to make the progress of which they are capable in some subjects. Teachers do not consistently check pupils’ understanding in lessons carefully so that they can give them extra support or move them on to more demanding work. Provision for most-able pupils is not yet developed. Challenge activities form part of most lessons but, in many cases, are too easy. Leaders’ evaluation of the school’s overall performance is too generous because it focuses overly on the positive changes that have occurred since September 2017. Leaders do not focus enough on pupils’ achievement and progress from individual starting points. Arrangements for tracking the progress of pupils in the school are underdeveloped. As a result, leaders and governors do not have a clear enough picture of how well pupils are doing. Although the quality of middle leadership is improving, not all middle leaders are equally effective at improving teaching and pupils’ achievement Fixed-term exclusions are above national averages. Leaders are aware of this and have robust action plans in place to reduce exclusions. The school has the following strengths Since September, the headteacher, supported by a restructured and capable leadership team, has accelerated the pace of improvement. This has been supported by the successful recruitment of high-quality teaching staff and leaders. The sixth form is good. Progress for academic subjects improved in 2017. Pupils are very well cared for at the school and their behaviour is good.