|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||05 December 2017|
|Address||Pound Road, Oldbury, West Midlands, B68 8NE|
|Religious Character||Does not apply|
|Number of Pupils||1495 (52% boys 48% girls)|
|Number of Pupils per Teacher||14.6|
|Academy Sponsor||Oldbury Academy|
|Percentage Free School Meals||24.3%|
|Percentage English is Not First Language||35.5%|
|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.