Whitley Academy

Whitley Academy Abbey Road, Whitley, Coventry, CV3 4BD

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Overall effectiveness

Previous inspection: Not previously inspected This inspection: Outstanding 1 Achievement of pupils Outstanding 1 Quality of teaching Outstanding 1 Behaviour and safety of pupils Outstanding 1 Leadership and management Outstanding 1

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Summary of key findings for parents and pupils

This is an outstanding school.  GCSE results have improved since the academy was established and students make outstanding progress in their academic and personal development.  Teachers have high expectations of students and develop excellent working relationships in the classroom. Students have very positive attitudes to their learning.  Teachers make sure that work is well matched to students’ abilities, enabling them to gain skills, knowledge and understanding rapidly.  Teachers provide first-class feedback to their students in class about how they can improve their work. Comments in books are not so helpful.  Students are proud of their academy. They feel safe and say bullying is uncommon. Students behave extremely well in lessons and around the site.  Excellent spiritual, moral, social and cultural education and guidance are central to the academy’s work.  The academy has a strong commitment to working with and supporting other schools.

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Summary of key findings for parents and pupils

 The systems to check the academy’s work are very effective. Students’ progress is checked regularly, and any who are not making the progress they should are given the extra support they need.  Leaders develop teaching well, and the performance of staff is managed very well. Excellent training helps to improve their effectiveness.  The sixth form is good. Students make good progress on their post-16 courses. Good information, advice and guidance helps them to make well-informed decisions about future employment, education and training.  The Principal is very ably supported by the senior leadership team. Leaders have a strong track record of improving teaching and achievement.  The very experienced governing body is exceptionally effective. Governors provide a high level of both support and challenge for the academy and are committed to its continued improvement.

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Information about this inspection

 Inspectors observed 38 lessons, five of which were paired observations carried out with senior leaders.  Meetings were held with senior and subject leaders, groups of students, and the Chair of the Governing Body. A telephone conversation was held with the School Improvement Partner.  Inspectors reviewed a variety of academy documents, including the academy’s evaluation of its strengths and weaknesses and development plans, behaviour records, safeguarding records, governing body documents, and documents relating to the management of teachers’ performance.  Inspectors also considered the views expressed in 39 questionnaires returned by academystaff, but could not take into account anything from the online Parent View survey as there were not enough responses at the time of the inspection.

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Inspection team

Steven Cartlidge, Lead inspector Additional Inspector Keith Brown Additional Inspector Victoria Bishop Additional Inspector Suha Ahmad Additional Inspector Gwen Onyon Additional Inspector

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Information about this school

 Whitley Academy converted to become an academy school on 1 September 2011. When its predecessor school, Whitley Abbey and Enterprise College, was last inspected by Ofsted it was judged to be outstanding overall.  The academy is smaller than the average-sized secondary school.  Most students are White British. The proportion of students from minority ethnic backgrounds is below average. The proportion who speak English as an additional language is slightly above average.  The proportion of students for whom the academy receives the pupil premium (additional funding for particular groups, which in this academy applies to students who are known to be eligible for free school meals and the very few looked after by the local authority) is very high.  The proportion of students receiving extra support through school action is well below average. The proportion supported at school action plus or with a statement of special educational needs

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Information about this school

is above average.  The academy meets the government’s current floor standards, which set the minimum expectations for the attainment and progress of students by the end of Year 11.  Year 12 students were completing mock examinations during the inspection.  A small number of students are currently educated and dual registered in a mini pupil referral unit on the academysite.  The Principal is a National Leader of Education (NLE) who is working in partnership with other schools in the region offering support and challenge towards school improvement.

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What does the school need to do to improve further?

 Further increase students’ achievement by ensuring that: – all teachers give specific guidance on areas for improvement, where needed, when marking students’ work – students reflect on and respond to this guidance.

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The achievement of pupils is outstanding

 Students typically start the academy with attainment well below national averages and make outstanding progress, including the most able. As a result the proportion of students gaining five or more A* to C grades including English and mathematics is above average when they leave. The academy’s information, based on accurate internal assessments of how well students are doing, suggests that students are on track to achieve even better results in 2014.

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The achievement of pupils is outstanding

 Use of early entry GCSE mathematics has been very effective in improving attainment. It has also raised these students’ self-esteem and their belief that they can succeed. Students make good and often outstanding progress in individual lessons. This is reflected in performance data, which show that the proportion of students making or exceeding expected progress in English and mathematics compares very well to national averages, and is particularly high in English.

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The achievement of pupils is outstanding

 Disabled students and those who have special educational needs make rapid progress because staff identify their individual needs early and arrange the right additional help. Teachers and teaching assistants support students expertly, providing challenge and encouragement, and helping them with subject-specific vocabulary.

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The achievement of pupils is outstanding

 High standards and rates of progress in Key Stage 4 are also reflected in Key Stage 3, where standards and rates of progress for all groups of pupils are improving rapidly.

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The achievement of pupils is outstanding

 There is no significant difference between the achievements of students from different ethnic backgrounds, including those who speak English as an additional language.

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The achievement of pupils is outstanding

 A small number of students attend alternative courses away from the academy. Leaders monitor the quality of this provision carefully and those students progress well.

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The achievement of pupils is outstanding

 Lesson observations show that students are highly motivated and keen to do well in the vast majority of their lessons, resulting in their very positive progress. For example, in a Year 10 French lesson, students displayed great enthusiasm, demonstrating to their classmates their language skills in interpreting accurately aspects of charitable organisations. They then became totally engrossed in identifying and correcting their own mistakes.

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The achievement of pupils is outstanding

 The academy is making very good use of its pupil premium funding. Extra staffing, one-to-one tuition and funding for additional educational resources, for example, are helping students to make very good and sustained progress. As a result, the gap in English and mathematics between these students’ attainment and that of their classmates narrowed slightly to less than half a GCSE grade in 2013.

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The achievement of pupils is outstanding

 The academy uses accurate tracking systems to direct specific support for the students in Year 7 who are eligible for support through the catch-up premium because they are struggling with literacy and numeracy skills. As a result, the academy’s reliable data show that these students are making rapid progress in reading, writing and mathematics.

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The achievement of pupils is outstanding

 Achievement in the small sixth form is good and results are improving. By the end of the sixth form, results are in most subjects at least in line with, and some above, national averages. Results are typically stronger in work-related subjects. The academy’s predictions for all post-16 courses, based on accurate assessments of how well students are doing, show that sixth form students are on track to achieve much improved results in 2014.

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The quality of teaching is outstanding

 Teaching is good and often outstanding. This was confirmed during the inspection, where the teaching observed was consistently highly effective in capturing students’ interest and engagement.

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The quality of teaching is outstanding

 Teachers have excellent subject knowledge. Teachers are successful in motivating students, including the most able. They provide a range of tasks that encourage students to want to succeed. Students are also keen to live up to the expectations of the adults around them and their positive attitudes to learning contribute much to their outstanding progress. This was particularly noticeable in a Year 8 English lesson, where students had the opportunity to practise their literacy skills. The students demonstrated outstanding understanding of the characters of Romeo and Juliet by investigating increasingly complex evidence, and were able to show a clear understanding of the strategies needed to develop their work to reach the highest level.

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The quality of teaching is outstanding

 Disabled students and those who have special educational needs receive high-quality support in lessons. Teachers and teaching assistants work together effectively and help is matched well to students’ needs. This close coordination among staff ensures that the students make good or better progress in all subjects.

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The quality of teaching is outstanding

 Teachers provide high-quality constructive feedback to students verbally but written feedback, in the form of marking, is more variable. In the best practice, teachers’ written comments, which show students what they need to do to improve their work, often contribute to the progress that students make. Students value this kind of feedback, and make they most of it when they reflect on the comments and respond to them. However, this practice is not yet consistent across the academy.

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The quality of teaching is outstanding

 Teaching in the sixth form is good. Teachers ensure that students understand key subject ideas that will enable them to achieve good grades. Sixth-form students receive outstanding information, support and guidance. Students take responsibility for monitoring their own progress against personal targets, and they collaborate well in helping each other to achieve.

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The behaviour and safety of pupils are outstanding

 Students take great pride in their academy, have highly positive attitudes to learning and are very keen to do their best in class. They listen carefully to the explanations of staff and to the ideas of others. This as very well illustrated in a drama lesson by Year 10 students, who avidly listened to each other’s ideas about a pantomime performance taking place that evening, and then animatedly joined in discussions about the strengths and areas for improvement each had.

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The behaviour and safety of pupils are outstanding

 Students’ movement around the academyand behaviour in lessons are calm, considerate and courteous at all times. Academy surveys show that the vast majority of parents and carers agree that their children are safe and happy in the acdemy, and are very positive about behaviour in the academy.

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The behaviour and safety of pupils are outstanding

 Students say that bullying is very rare, but when it does occur it is dealt with quickly and effectively. Students are aware of the different types of bullying, including prejudice–based bullying and cyber-bullying, and know what to do if it occurs.

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The behaviour and safety of pupils are outstanding

 The academy makes every effort to provide a safe and secure environment that is valued and appreciated by everyone. Students display an excellent understanding of the issues relating to safety. They talk very confidently about how they would keep themselves safe in a variety of situations, such as using the internet and social networking sites.

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The behaviour and safety of pupils are outstanding

 Attendance has improved since the academy opened and is now at the national average. Leaders are effectively maintaining this position and are focusing on families who struggle to get their children to the academy, making clear the effect absence has on their children’s progress and attainment.

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The behaviour and safety of pupils are outstanding

 Sixth-form students make a very worthwhile contribution to the life of the academy; for example, by contributing to a wide range of extra-curricular activities and offering support for younger students.

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The leadership and management are outstanding

 Teachers and governors are ambitious for the academy to do well. The Principal, who is a National Leader of Education, provides very determined leadership, promoting a clear focus on continual improvement, including the sixth form. She drives academy improvement, with a clearly articulated vision for the future.

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The leadership and management are outstanding

 The academyalso makes an effective contribution to improving the performance of other schools in the region through sharing advanced skills practitioners contributing advice on best practice.

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The leadership and management are outstanding

 Since the school opened as an academy, the leadership team has established rigorous procedures to check on the quality of teaching and provide support for any staff identified as underperforming. As a result, standards in 2013 have risen in, for example, English, modern foreign languages and geography. Likewise, in the sixth form, a strengthening of leadership and management has benefited students, who have consequently shown improved attainment and progress in most of their post-16 courses and those in Year 12 who have begun their study programmes.

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The leadership and management are outstanding

 The analysis of students’ progress and accurate self-evaluation of the academy’s work provide all teachers, and the governing body, with a clear understanding of the academy’s performance, including that of the sixth form. This information ensures that improvement planning is sharply focused on identified weaknesses. The benefit can be seen, for example, in the successful action taken last year to raise attainment in English, and this demonstrates the capacity for continued improvement.

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The leadership and management are outstanding

 The leadership of teaching is outstanding and the academyplaces a high priority on improving teaching through high-quality training. Teachers’ performance is checked, and the results of lesson observations and information about students’ progress are used to set teachers targets for improvement. There is a clear understanding that decisions about promotion and pay rates will be based on the impact of teaching on students’ progress.

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The leadership and management are outstanding

 Pupil premium funding is used effectively and has helped develop the role of the teaching assistants. Students identified as in need of additional support, including those eligible for pupil premium funding, Year 7 catch-up funding, and disabled pupils and those who have special educational needs, are well supported. The academy evaluates its expenditure on the support provided through data on how well students achieve, which show that all groups are now making similarly rapid progress to that of their classmates.

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The leadership and management are outstanding

 Academy leaders ensure that different groups of pupils have an equal chance to succeed, and they tackle effectively any instances of discrimination.  The range of subjects and topics taught promotes a highly positive attitude to learning among students in all subjects and leads to students achieving exceptionally well. The curriculum has been carefully designed around students’ interests and abilities. As a result, they are well prepared for the next stage of their education, training or employment. They receive high-quality information, support and guidance to enable them to make choices of career and of higher education.

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The leadership and management are outstanding

 Students’ spiritual, moral, social and cultural development is very effectively promoted by a very broad range of arts, drama, music and sports activities, as well as by visits to other places in this country and abroad. Year on year, students have raised a considerable sum of money in order to help Children in Need.

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The leadership and management are outstanding

 The academy commissions the support it needs very effectively. For example, the School Improvement Partner, an independent consultant, has provided well-targeted support for academy leaders. Subject leaders are well supported in developing their leadership and management skills.

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The leadership and management are outstanding

 The governance of the school: – The governing body is very well informed. It challenges the academy leaders and holds them to account for students’ achievement. By using the data available, it compares academy performance with that of schools nationally. Governors also strongly support the academy and its leaders. They have a deep insight into the quality of teaching and its impact on students’ learning. They manage the performance of staff effectively and are rigorous in ensuring that the salary progression of staff is justified by the outcome of students’ progress and achievement. Governors check carefully on the use of additional pupil premium and Year 7 catch-up funding in improving the achievement of eligible students. Explanation and action from leaders and managers are called for when performance does not advance as intended. The governing body oversees the management of finance and resources expertly. Governors

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The leadership and management are outstanding

rigorously check safeguarding practice and, as a result, safeguarding procedures meet current legal requirements.

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Grade Judgement Description

Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes that provide exceptionally well for all its pupils’ needs. This ensures that pupils are very well equipped for the next stage of their education, training or employment. Grade 2 Good A good school is effective in delivering outcomes that provide well for all its pupils’ needs. Pupils are well prepared for the next stage of their education, training or employment. Grade 3 Requires improvement A school that requires improvement is not yet a good school, but it is not inadequate. This school will receive a full inspection within 24 months from the date of this inspection. Grade 4 Inadequate A school that has serious weaknesses is inadequate overall and requires significant improvement but leadership and management are judged to be Grade 3 or better. This school will receive regular monitoring by Ofsted inspectors. A school that requires special measures is one where the school is

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Grade Judgement Description

failing to give its pupils an acceptable standard of education and the school’s leaders, managers or governors have not demonstrated that they have the capacity to secure the necessary improvement in the school. This school will receive regular monitoring by Ofsted inspectors.

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School details

Unique reference number 136840 Local authority Coventry Inspection number 427135

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School details

This inspection of the school was carried out under section 5 of the Education Act 2005.

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School details

Type of school Secondary School category Academy converter Age range of pupils 11–18 Gender of pupils Mixed Gender of pupils in the sixth form Mixed Number of pupils on the school roll 819 Of which, number on roll in sixth form 90 Appropriate authority The governing body Chair Tim Downing Headteacher Lorraine Allen Date of previous school inspection Not previously inspected Telephone number 02476 302580 Fax number 02476 639352 Email address admin@whitleyacademy.com guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234 , or email enquiries@ofsted.gov.uk .

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School details

You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when and as part of the inspection.

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School details

You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk, or look for the link on the main Ofsted website: www.ofsted.gov.uk

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School details

achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work- based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please

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School details

telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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School details

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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