Ormiston SWB Academy


Name Ormiston SWB Academy
Website http://https://ormistonswbacademy.org.uk/
Ofsted Inspection Rating Requires improvement
Inspection Date 24 January 2017
Address Dudley Street, Bilston, WV14 0LN
Phone Number 01902493797
Type Secondary
Age Range 11-19
Religious Character None
Gender Mixed
Number of Pupils 1108
Number of Pupils per Teacher 14.0
Academy Sponsor Ormiston Academies Trust
Local Authority 336
Percentage Free School Meals 29.7%
Percentage English is Not First Language 13.2%
Persisitent Absence 12.1%
Pupils with SEN Support 31.4%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

South Wolverhampton and Bilston Academy is an average-sized secondary school, where the number of pupils on roll is growing. It is sponsored by the City of Wolverhampton Academy Trust. The majority of pupils are White British. One in eight pupils is of Indian heritage, and other pupils are drawn from several different ethnic groups. The proportion of pupils who have special educational needs and/or disabilities is above average. The proportion of pupils who are disadvantaged and receive support from the pupil premium is high. In Years 8 to 11, 14 pupils, many of whom have complex medical needs, currently receive full-time alternative provision at the Lawnswood Campus, Wolverhampton. In 2016, the school met the government’s floor standards, which set the minimum expectations for the attainment and progress of pupils by the end of Year 11. The school does not comply with Department for Education guidance on what academies should publish about governors’ committees. The school does not meet requirements in this respect on the publication of specified

Summary of key findings for parents and pupils

This is a school that requires improvement Pupils’ current progress in key stage 3 and 4 in English, mathematics, science and some other subjects is not consistently strong because the quality of teaching is variable. Standards in modern foreign languages remain low. The most able pupils, including those who were disadvantaged, left Year 11 in 2016 having made weak progress. At key stage 4, too few of the most able are on track to fulfil their potential. The work set for the most able pupils is often insufficiently challenging, so that they do not make the progress they should. Teachers’ questioning often fails to establish how well pupils understand their work. Teachers seldom encourage pupils to think really hard and deepen their understanding. Teaching rarely requires pupils to reason and explain how to apply their mathematical knowledge to new situations. The school has the following strengths Leaders and governors set high expectations for pupils and for staff. The quality of teaching is improving, and rising rapidly in humanities. Leaders have a sound understanding of the school’s strengths and weaknesses, and have in general tackled the issues identified at the last inspection effectively. Leaders have improved the curriculum, so that pupils are able to study a greater number of demanding subjects. They promote pupils’ spiritual, moral, social and cultural development well. Provision for students on 16 to 19 study programmes is good, and many make strong progress. The school’s effective safeguarding procedures and vigilant staff ensure that pupils are safe. Pupils feel secure, and treat each other and adults with respect. Pupils’ attitudes to learning are consistently positive. They behave well in lessons and during social times.