Ormiston Sandwell Community Academy

About Ormiston Sandwell Community Academy Browse Features

Ormiston Sandwell Community Academy

Name Ormiston Sandwell Community Academy
Website http://www.ormistonsandwell.org.uk/
Ofsted Inspection Rating Good
Inspection Date 15 April 2015
Address Lower City Road, Oldbury, West Midlands, B69 2HE
Phone Number 01215525501
Type Academy
Age Range 11-16
Religious Character Does not apply
Gender Mixed
Number of Pupils 1006 (51% boys 49% girls)
Number of Pupils per Teacher 17.1
Academy Sponsor Ormiston Academies Trust
Local Authority Sandwell
Percentage Free School Meals 21.3%
Percentage English is Not First Language 27.2%
Persisitent Absence 5.6%
Pupils with SEN Support 16.6%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Ormiston Sandwell Community Academy is slightly smaller than the average-sized secondary school. The academy is sponsored by the Ormiston Academies Trust (OAT). The academy has a small sixth form, which is part of a consortium with the post-16 centre at George Salter Academy. The majority of students are from White British backgrounds, with the others coming from several different ethnic groups. About three in ten of the students speak English as an additional language. The proportion of disabled pupils and those who have special educational needs is above average. In Key Stage 4, a very small number of students receive full-time education in alternative provision provided by Sandwell Hospital Service or full- or part-time work-related education organised by the National College for the Care and Rehabilitation of Offenders. In Key Stages 3 and 4, a very small number of students have taken up full-time placements at the Batmanshill, Oakham and Ruskin House campuses of Sandwell Community School. The academy meets the government’s current floor standards, which set the minimum expectations for the attainment and progress of students in English and mathematics by the end of Year 11. A local leader in education (LLE) from Swanshurst School has recently reviewed the academy’s use of the pupil premium, which is additional funding for students who are known to be disadvantaged. The academy’s proportion of disadvantaged pupils is above average. One Vice Principal and one Assistant Principal joined the academy on 1 September 2013.

Summary of key findings for parents and pupils

This is a good school. Leaders have made considerable improvements since the last inspection in behaviour and teaching. High expectations of students’ behaviour and the quality of their work have generated a climate in which students are enthusiastic learners. Rigorous checks on students’ learning, well-focused training and targeted support for teachers where it is needed have rapidly improved the quality of teaching. As a result, students’ progress has accelerated and is now good. Students gain skills, knowledge and understanding through challenging activities that engage their interest. Literacy is taught well across a range of subjects, and students read widely. Students respond well to regular marking of their work and use their teachers’ guidance effectively to improve it. The academy uses lessons, assemblies and form time well to develop students’ spiritual, moral, social and cultural understanding. As a result, they are well prepared for life in modern Britain. Students feel safe and the academy provides a safe and secure environment in which they can work. Their positive attitudes to learning and good relationships mean that they participate well in lessons. Behaviour is good, both in lessons and during social times. Attendance is now above average. Governors are well informed. They challenge the Principal and other senior leaders, and hold them to account for the academy’s performance. The governing body ensures that all statutory requirements, including those for safeguarding, are in place. It provides effective oversight of the academy. It is not yet an outstanding school because : Some teachers do not always set work that challenges all of the students in a class. There are weaknesses in the teaching of information and communication technology and inconsistencies in the teaching of mathematics. The sixth form requires improvement. Teaching is not consistently good and this means that students do not always make as much progress as they could. New courses started in September 2014 have not yet shown they are fully successful in raising standards.