Tamworth Enterprise College and AET Academy

Highlights from Latest Inspection

What is it like to attend this school?

Tamworth Enterprise College (TEC) staff and pupils share the same high aspirations.

Pupils understand and follow the school's four 'virtues', which include being 'unusually brave' and to 'discover what's possible'. Pupils say these virtues help them focus on how to develop positively as young people. Relationships between pupils and staff are warm, respectful and nurturing.

While the school's high aspirations for all its pupils have not yet been fully achieved, pupils say this is an improving environment to learn in.

There is a purposeful atmosphere around the school. Pupils focus on their learning well and work hard.

On the rare occasion when pupils...' behaviour is not acceptable, staff speak quickly and efficiently with pupils to explain and enforce the school's high expectations. During social times, pupils mix with others in a calm and orderly manner. Pupils feel safe.

They know who to talk to about any concerns they have.

The school places a strong emphasis on pupils' personal development, including mental health and well-being. Leadership opportunities include being student ambassadors.

These roles help pupils understand how to be responsible and make decisions. Pupils speak positively about the 'STRIVE' enrichment activities each day. Pupils regularly take part in activities, such as musical theatre, sports and debates.

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

The school has undergone a significant period of change and development since the previous inspection. This includes changes to staff in senior, subject and pastoral leadership. The school has raised expectations around learning and behaviour and has developed a highly ambitious and well-sequenced curriculum.

New policies have brought improvement in how pupils learn. However, these improvements have not yet led to consistently improving outcomes by the end of key stage 4.

Most teachers check what pupils know well and ensure that they understand what they have to do.

However, occasionally, some teachers do not check pupils' understanding well enough. They do not know if pupils remember what they have learned before. This means that some teachers do not consistently adapt the learning to address any wrong ideas or missing knowledge.

Some pupils have gaps in their knowledge and struggle to complete their work. In some subjects, pupils do not always have the opportunity to deepen their knowledge and key skills. This can limit the progress they make.

The school quickly identifies pupils with special educational and/or disabilities. Teachers use 'passports' effectively to adapt their teaching to meet those needs. This ensure that pupils access the same, ambitious curriculum.

The school has developed strategies effectively to support pupils who are not confident readers. Specialist teaching rapidly addresses weaknesses in pupils' phonics, grammar and comprehension. Alongside this, the school continues to promote effectively pupils' reading widely and often.

The school understands the importance of good attendance and takes effective action to work with families to address this. Despite this, for some pupils, absence from school is higher than it should be. The school is taking effective actions to engage with pupils, parents and carers.

This is starting to have a positive impact upon improving the attendance of these pupils.

Pupils' well-being is at the forefront of the school's vision, including promoting pupils' positive mental health. The personal, social, health and economic (PSHE) curriculum is well planned and sequenced.

Pupils learn about topics, including healthy relationships, fundamental British values and online safety. A comprehensive and high-quality careers programme is in place for all pupils. Pupils engage enthusiastically with this programme.

This prepares them well for the next stages of their lives.

All leaders, including those responsible for governance, understand how the school's local context impacts pupils' learning and attendance. The trust has provided bespoke, targeted and rapid support to develop the school.

Trustees provide effective challenge alongside this support. This has helped the school to improve quickly. The school and the trust have implemented a well-thought-out professional development programme for staff.

Staff feel very well supported and consulted about policy changes. Staff are appreciative of how their workload and well-being are considered.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, some teachers do not adapt their teaching consistently to ensure that all pupils are both supported and challenged in their learning. As a result, some pupils do not have the opportunity to deepen their knowledge and key skills in some subjects. The school should ensure that all teachers adapt their teaching to enable all pupils to receive the support and challenge needed to deepen their knowledge and key skills.

• Some staff do not consistently check pupils' understanding of what has been learned and what they can remember. As a result, gaps in pupils' knowledge are not identified and addressed effectively, limiting their progress. The school should ensure that staff understand how to check pupils' learning and address any gaps or misconceptions.

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