Ormiston NEW Academy

Name Ormiston NEW Academy
Website www.onewa.co.uk
Ofsted Inspection Rating Requires improvement
Inspection Date 04 June 2015
Address Marsh Lane, Fordhouses, Wolverhampton, West Midlands, WV10 6SE
Phone Number Unknown
Type Secondary
Age Range 11-19
Religious Character None
Gender Mixed
Number of Pupils 721 (50% boys 50% girls)
Number of Pupils per Teacher 12.4
Academy Sponsor Ormiston Academies Trust
Local Authority Wolverhampton
Percentage Free School Meals 44.1%
Percentage English is Not First Language 22.1%
Persisitent Absence 24.4%
Pupils with SEN Support 11.4%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

North East Wolverhampton Academy is an average-sized secondary school. The academy is sponsored by the University of Wolverhampton, City of Wolverhampton College and Wolverhampton City Council. The academy moved into new premises in September 2014. Until then, teaching had taken place across two sites. The majority of students are White British. The proportion of students from minority ethnic groups is above average. These students come from a wide range of different ethnic groups. The proportion of students who speak English as an additional language is above average. The proportion of disadvantaged students who are eligible for support through the pupil premium is twice the national average. The pupil premium is additional government funding to support those students who are known to be eligible for free school meals and children looked after by the local authority. The proportion of disabled students and those who have special educational needs is above average. There are 17 students who follow part-time courses at the Orchard Centre, Midpoint, Braybrook and Nova Training Vocational Hub. The academy receives support from Heartlands High School and Education Central. The academy did not meet the government’s current floor standards in 2014, which set the minimum expectations for students’ attainment and progress.

Summary of key findings for parents and pupils

This is a school that requires improvement. It is not good because : After two years of improving standards, achievement for students in Year 11 last year did not meet floor targets for English and mathematics. The most-able students have not made enough progress and boys have not achieved as well as girls. Teaching is not good in mathematics, business, geography and home economics. Standards in these subjects are below average. Teachers do not expect enough of students when setting homework. Students are sometimes given work that is too easy for them and, in some lessons, the more able are not expected to think hard enough. In some lessons, teachers do not check students’ understanding closely enough before moving on to the next activity. Teachers of mathematics do not provide students with sufficient opportunities to tackle problems and explain their thinking. Subject leaders in English and mathematics do not provide teachers with enough opportunities to learn from their colleagues’ examples of best practice. The school has the following strengths Exceptionally strong leadership by the principal means that current students’ achievement is improving. Students attending alternative provision, lower attaining students in Year 7, disabled students and those who have special educational needs make good progress. Students’ work is marked regularly and in detail. Teachers give clear advice about how to improve work and students say they value the opportunities to improve their work during lessons. The academy’s work to keep students safe is good. Behaviour around the academy and in lessons is good and students say that this has improved in recent years. Extra-curricular opportunities, such as building an aeroplane together with the academy’s ‘Respect’ values promote good opportunities for students’ spiritual, moral, social and cultural development. The effectiveness of the sixth form is good. Students achieve well as a result of good teaching.