Ormiston Ilkeston Enterprise Academy

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Ormiston Ilkeston Enterprise Academy

Name Ormiston Ilkeston Enterprise Academy
Website http://www.oiea.co.uk
Ofsted Inspection Rating Requires improvement
Inspection Date 15 May 2018
Address King George Avenue, Ilkeston, Derbyshire, DE7 5HS
Phone Number 01159303724
Type Academy
Age Range 11-16
Religious Character None
Gender Mixed
Number of Pupils 720 (49% boys 51% girls)
Number of Pupils per Teacher 17.3
Academy Sponsor Ormiston Academies Trust
Local Authority Derbyshire
Percentage Free School Meals 29.5%
Percentage English is Not First Language 3.5%
Persisitent Absence 20.4%
Pupils with SEN Support 10.7%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Ormiston Academy Trust sponsors the school. The trust delegates some of its responsibilities to the local governing body, through its scheme of delegation. The school has its own leadership team, but is supported by leadership posts within the trust, including the regional director. The school receives support from its sponsor to improve the quality of teaching and learning. This is a smaller-than-average-sized secondary school. The school is situated in an area of high deprivation. The proportion of disadvantaged pupils is well above the national average. The proportion of pupils who have SEN and/or disabilities is higher than the national average. The proportion of pupils who are from ethnic minority groups and those who speak English as an additional language are well below the national average. Most pupils are White British. The school ceased to offer post-16 education in September 2016. The school uses Derby College, Kirk Hallam Pupil Referral Unit and the Derbyshire out-of-school tuition service to provide supplementary or alternative education for some pupils. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in English and mathematics by the end of Year 11. The school meets the Department for Education’s definition of a coasting school, based on key stage 4 academic performance results in 2015, 2016 and 2017.

Summary of key findings for parents and pupils

This is a school that requires improvement Leaders have improved teaching, but its quality remains inconsistent. Some teachers make limited use of pupils’ assessments to plan lessons. Pupils’ progress is improving steadily towards that of pupils nationally. However, disadvantaged pupils and boys make less progress than they should. Leaders have not evaluated the impact of the use of the pupil premium carefully enough. Although pupils’ absence and exclusions overall have reduced, the absence and exclusion rates of disadvantaged pupils are still too high Pupils’ behaviour in lessons has improved, but is not yet consistently good. Teachers do not always follow the school’s behaviour policy to effectively manage pupils’ behaviour. Leaders’ systems for tracking the progress of key stage 3 pupils are not fit for purpose. In lessons, some pupils lack the skills and confidence they need to speak up and join in. The school has the following strengths The principal has tackled many long-standing issues which were holding the school back. Pupils and their parents and carers value the principal’s work to improve the school. Local governance is strong and supports leaders’ drive for improvement. There is some good teaching in every subject. Teaching in mathematics has improved, while in geography and physical education it is improving quickly. There is scope for leaders to share best practice more widely. Staff look after pupils very well and teach them how to keep safe. Pupils’ personal development and welfare are, therefore, good. Leaders have developed the curriculum, which now matches well pupils’ needs and interests. The provision for pupils who have special educational needs (SEN) and/or disabilities is good. The school has a considerable number of talented new leaders, who are beginning to raise standards in their areas of responsibility. The overwhelming majority of pupils are happy at school. They are courteous and polite. Pupils’ behaviour during social times is good. They take pride in their work, their school and their appearance.