Ninestiles, an Academy

Highlights from Latest Inspection

Outcome

Ninestiles, an Academy has taken effective action to maintain the standards identified at the previous inspection.

The principal of this school is Alex Hughes.

The school is part of the Summit Learning Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Vince Green, and is overseen by a board of trustees, chaired by Karen Crowston. There is also an executive principal, Abid Butt, who is responsible for this school and two others.

What is it like to attend this school?

Pupils are happy to learn here. They value the way that staff prioritise their well-being. Pupils feel confiden...t to share any concerns that arise.

They know staff will listen and act, if necessary. This supportive approach helps pupils to feel safe.

Pupils, including disadvantaged pupils and those with special educational needs and/or disabilities (SEND), follow a clear and well-designed curriculum.

The school has high expectations of pupils' achievement, which most pupils meet. For instance, an increasing number of pupils enjoyed GCSE successes last summer. The proportion of Year 11 pupils who completed the English Baccalaureate (EBacc) also rose sharply.

Behaviour is calm and purposeful. Pupils follow the school's clear routines and respect its high standards. When disagreements occur, staff are swift to resolve them.

This helps pupils to reflect and grow. As a result, pupils build resilience and form positive relationships. This motivates them to be active and caring citizens.

Pupils enjoy a range of extra-curricular activities. These include mindfulness, Japanese and archery. These opportunities broaden their horizons and help build character.

In tutorials, pupils learn about topics including the 'rule of law'. They discuss relevant issues, such as vaping and clean air zones. These experiences deepen pupils' understanding of community values.

This prepares them well for life in modern Britain.

What does the school do well and what does it need to do better?

The school has designed a suitably broad and ambitious curriculum. Its academic core ensures pupils study the full key stage 3 national curriculum and a broad range of GCSEs during key stage 4.

This well-structured academic pathway is bearing fruit. Pupils' entries for the EBacc have more than doubled since the last inspection. Pupils, including those in the specially resourced provision for pupils with SEND, are increasingly well prepared for their next stage of education, employment or training.

Teachers use their expert subject knowledge to deliver the intended curriculum with precision. They sequence content well and revisit key knowledge to deepen pupils' understanding. For example, in mathematics, pupils use their knowledge of averages to master advanced concepts, such as standard deviation.

This considered approach ensures pupils can tackle more complex problems with confidence.

Teachers carefully question pupils to address misconceptions straight away. This ensures pupils consolidate learning before moving to new content.

This way, most pupils build knowledge and skills securely. On occasion, a few pupils lose focus when activities are not aligned with curriculum aims. This limits these pupils' progress.

The school clearly identifies the needs of pupils with SEND. Specialist teachers provide precise support for pupils with education, health and care (EHC) plans in the specially resourced provision. They use this information to make necessary adjustments that help them to thrive.

These teachers also coach staff across the school to adapt tasks for every pupil with SEND. This tailored approach broadens these pupils' knowledge of the intended curriculum. As a result, they grow in confidence and achieve well alongside their peers.

Pupils throughout the school enjoy reading. Those who struggle to read receive expert interventions. This support helps them to read with fluency and confidence.

Consequently, these pupils read widely, often and for pleasure.

Pupils behave well because the school's behaviour systems are effective. Few pupils disrupt learning.

When they do, staff work well to re-engage them. This has reduced fixed-term exclusions by half. Nonetheless, the school knows that suspension rates remain high.

It has firm plans to address this.

Pupils' attendance has improved because staff follow up on absences straight away. Tutors build on this by teaching pupils why full attendance matters in future life.

Local employers reinforce this message during careers talks. As a result, pupils value attending school daily. These, and other career-based encounters, prepare pupils well for their next steps.

Pupils follow a strong personal development offer. They are ably prepared for life in modern Britain. Pupils learn skills of self-management and teamwork.

For instance, they learn to stay safe online and organise 'walk to school' weeks together. These experiences broaden pupils' horizons. They get to experience foods, art and music from different cultures across Birmingham.

These opportunities deepen their appreciation of diversity.Staff appreciate the school's concern for their workload and well-being. Staff feel valued.

Trustees' and trust leaders' thorough scrutiny of the school's work provides strong accountability. They have an accurate understanding of the school's strengths and priorities.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• When lesson tasks are not aligned closely enough with the curriculum's aims, some pupils occasionally become distracted and disengaged from the intended activity. As a result, these pupils do not remember as much as they could. The school should ensure that teachers receive support to deliver the curriculum's goals effectively for these pupils.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in December 2019.