|Name||Ormiston Meridian Academy|
|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||12 July 2016|
|Address||Sandon Road, Meir, Stoke-on-Trent, Staffordshire, ST3 7DF|
|Religious Character||Does not apply|
|Number of Pupils||856 (47% boys 53% girls)|
|Number of Pupils per Teacher||16.0|
|Academy Sponsor||Ormiston Academies Trust|
|Percentage Free School Meals||24.8%|
|Percentage English is Not First Language||17.8%|
|Pupils with SEN Support||12%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Sandon Business and Enterprise College is smaller than the average-sized secondary school. The majority of pupils attending the school are White British, with a much lower than average proportion of pupils from minority ethnic groups. An above-average proportion of pupils are supported by the pupil premium. This is additional government funding for pupils known to be eligible for free school meals and those who are looked after by the local authority. The proportion of pupils who have special educational needs and/or disabilities is below average. A very small number of pupils attend courses away from school at Encore, Sporting Stars Academy and Groundwork Independent School. The headteacher joined the school in October 2014. The school meets the government’s current floor standards. These are the minimum standards expected for pupils’ attainment and progress in English and mathematics. The school meets requirements on the publication of specified information on its website.
Summary of key findings for parents and pupils
This is a school that requires improvement By the end of Year 11, pupils have made slow progress in several subjects, including science. Disadvantaged pupils make slower progress than other pupils in the school and nationally, and attainment gaps are closing too slowly. There remains too much variability in the quality of teaching, especially in teachers’ questioning and checking pupils’ understanding. Teachers do not consistently develop pupils’ literacy and numeracy skills across all subjects. The school has the following strengths Determined and relentless leadership from the headteacher and senior leaders has led to rapid improvements in attendance, teaching, behaviour and pupils’ progress. Leaders and governors know the school well and they tackle weaknesses quickly and robustly. Other leaders and staff form a united team who are committed to seeing the school improve. The wide range of activities outside of normal lessons helps to develop pupils’ self-confidence and maturity. Teaching has improved since the previous inspection and is now good. Pupils’ progress is improving as a result. Most teaching is now characterised by strong planning, high expectations and helpful feedback to pupils. Pupils enjoy school. Attendance has improved considerably and is now close to the national average. Pupils behave well. They are courteous and polite. The school is calm throughout the day. Pupils are keen and eager to do well. They are kind to one another and they help and support their classmates in lessons. Governors are committed, knowledgeable and determined. They support and challenge leaders very well.