|Name||Ormiston Shelfield Community Academy|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||14 May 2019|
|Address||Broad Way, High Heath, Pelsall, Walsall, West Midlands, WS4 1BW|
|Number of Pupils||1381 (52% boys 48% girls)|
|Number of Pupils per Teacher||14.7|
|Academy Sponsor||Ormiston Academies Trust|
|Percentage Free School Meals||27.7%|
|Percentage English is Not First Language||4%|
|Pupils with SEN Support||17.7%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Ormiston Shelfield Academy is part of Ormiston Academies Trust. The school has a local governing board that reports to the board of trustees, which is in turn accountable for performance and standards. The school is larger than the average-sized secondary school. A higher proportion of pupils are disadvantaged than is typical nationally. The majority of pupils are of White British heritage. A very small proportion of pupils speak English as an additional language. The school has a higher than average proportion of pupils with SEND. The proportion of pupils with education, health and care plans is broadly in line with the national average. A higher than average proportion of pupils enter the school with skills below the level expected for their age in reading, writing and mathematics. The school has one pupil on placement with Alpha Training, an alternative provider.
Summary of key findings for parents and pupils
This is a school that requires improvement Outcomes for pupils require improvement because pupils have not made as much progress as they should have done in the past. Although progress for current pupils is improving and is now stronger, attainment and progress need to improve further to be at least in line with national averages. Although attendance is improving, a small number of pupils continue to be absent too often. Gaps in pupils’ knowledge and weak basic literacy skills hamper pupils’ access to the curriculum and achievement. Pupils do not have enough opportunities to write at length. Recently introduced approaches to improving teaching and assessment have not yet had a sustained impact on outcomes for pupils. Some pupils repeat errors because teachers do not address pupils’ misconceptions promptly enough. The school has the following strengths The principal, together with the leadership team, governors and the Ormiston Academies Trust, have established an ambitious culture and curriculum, underpinned by a commitment to equality, inclusion and raising aspirations. Teaching, learning and assessment have improved as a result of leaders’ strategic focus on improving teaching. As a result, progress for current pupils is improving. Pupils behave well in lessons and at breaks and lunchtime. They show respect and concern for each other. They say bullying is rare. Pupils are safe in school. Staff are well trained in safeguarding procedures. They are vigilant and apply procedures effectively in practice, taking prompt action when they have concerns. Subject leadership has improved. Leaders monitor and evaluate practice effectively to identify strengths and areas for improvement. Outcomes for pupils with special educational needs and/or disabilities (SEND) are improving. Pupils value the support they receive. Disadvantaged pupils are now making stronger progress as a result of improved teaching and the impact of pupil premium funding. Improvement plans for the sixth form are now strategic and focused on improving learners’ outcomes. As a result of leaders’ analysis, new qualifications offered suit learners’ needs more effectively. There are now more pupils joining the sixth form and completing their courses.