Shireland Collegiate Academy

Shireland Collegiate Academy Inspection report

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Unique Reference Number 135170 Local Authority Not Applicable Inspection number 362983 Inspection dates 1–2 December 2010 Reporting inspector Paul Brooker HMI

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This inspection was carried out under section 8 of the Education Act 2005 which gives Her Majesty's Chief Inspector of Education, Children's Services and Skills (HMCI) the authority to cause any school to be inspected. The inspection was also deemed a section 5 inspection under the same Act. The registered childcare provision, managed by the governing body, was inspected under section 49 of the Childcare Act 2006.

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Type of school Academy School category Community Age range of pupils 11–19 Gender of pupils Mixed Gender of pupils in the sixth form Mixed Number of pupils on the school roll 1278 Of which, number on roll in the sixth form 393 Appropriate authority The governing body Chair Peter Murray Headteacher Sir Mark Grundy (Executive Principal) Date of previous school inspection 28 January 2010 School address Waterloo Road Smethwick, Birmingham B66 4ND Telephone number 0121 5588086 Fax number 0121 5588377 Email address shirelandfamilycommunication@collegiateacademy.org.uk

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Age group 11–19 Inspection dates 1–2 December 2010 Inspection number 362983 Registered Childcare provision First Steps Nursery Number of children on roll in the registered childcare provision Date of last inspection of registered childcare provision Not previously inspected

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Age group 11–19 Inspection dates 1–2 December 2010 Inspection number 362983 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.

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If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 1234 234, 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 documentation 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'. Royal Exchange Buildings St Ann's Square Manchester M2 7LA T: 0300 1234 234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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Introduction

This inspection was carried out by one of Her Majesty's Inspectors and two additional inspectors who observed 35 teachers teaching 35 lessons; observations were undertaken jointly with senior leaders. Inspectors observed the academy's work, and looked at a range of documents including students' work, the academy's raising attainment plan, student tracking data, the academy's analysis of examination results and arrangements for safeguarding. Parental questionnaires were not distributed as part of this inspection, although the academy surveys parents for their opinions on how well it is performing. The inspection team evaluated the academy's progress since the last inspection and since the previous monitoring visit and looked in detail at the following.  To what extent has the academy increased the proportion of good and outstanding teaching and eradicated inadequacies in order to accelerate the progress made by

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Introduction

students in lessons?  How successful are the academy's strategies to reduce levels of absence, including persistent absence, and improve behaviour?  What is the impact of developments in the curriculum?  How effectively do leaders at all levels, including in the sixth form, implement rigorous self-evaluation to secure sustained improvement?

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Information about the school

The academy opened in September 2007 in a federation with George Salter Collegiate Academy. The two academies have an overarching governing body which oversees core functions, a Chief Executive and joint post-16 provision. Each academy has its own local governing body and senior leadership team. The Executive Principal is the statutory headteacher of both academies, but has day-to-day management responsibility for Shireland Collegiate Academy. The academy serves an area that has significant social and economic disadvantage. The proportion of students known to be eligible for free school meals is far higher than the national average. Most students are from minority ethnic backgrounds, with the largest proportions of Pakistani and Indian heritage. The proportion of students who speak English as an additional language is well above average. The proportion of students with special educational needs and/or disabilities is above average, although the proportion

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Information about the school

with a statement of special educational need is below the national figure. The academy's specialism is the arts and it has achieved the national Healthy School platinum award. The Early Years provision on the site is managed by the Collegiate Academy Trust. When the academy was last inspected in January 2010 it was deemed to require special measures. Its progress was monitored by one of Her Majesty's Inspectors in June 2010. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Main findings

In accordance with section 13 (4) of the Education Act 2005, Her Majesty's Chief Inspector is of the opinion that the school no longer requires special measures. At the time of the last inspection, the academy had significant weaknesses in provision and less than satisfactory outcomes. All these inadequacies have been eradicated and the shortcomings addressed so effectively that most are now notable strengths. This remarkably rapid turnaround has been achieved by exceptional leadership, robust support from external partners and an almost obsessive desire on the behalf of all staff to improve the quality of teaching and learning. Since the last inspection, the climate for learning has been transformed: students behave well and want to succeed; classrooms are stimulating places to learn; and lessons have a buzz of activity that reflects students' positive attitudes and teachers' rediscovered confidence. This affirmative environment is underpinned by

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Main findings

important improvements in the curriculum, and rigorous intervention and support for any individuals in danger of falling behind. Survey responses from staff, parents and carers, and students testify to the academy's astonishing metamorphosis. Students say that they enjoy their lessons and like coming to school. Their positive response is most evident in their good attitudes to learning and the vast increase in attendance, which in less than a year has gone from well below to well above the national figure. The academy's overall provision is outstanding because so many elements are excellent. Students are making exceptional progress because of consistently high-quality teaching, exemplary use of assessment, rigorous tracking, sharply focused interventions, and excellent support and guidance. Modern technology is used exceptionally well to support the learning and well-being of students. Lessons proceed at a brisk pace because teachers

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Main findings

have the highest expectations of what students should and might achieve and plan accordingly activities to engage and challenge them. Students respond by working hard, although many are still prone to be passive because they lack the confidence to articulate or share their ideas. The academy recognises that, although standards are rising quickly, many students do not develop the basic skills or the associated self-confidence and independence that will better assure their future success. The revised curriculum provides students with clear pathways that meet their different needs and aptitudes, and further opportunity to gain accreditation and examination success. Nowhere is accelerated progress more evident than in Years 7 and 8 where the excellent competency-based curriculum has had a remarkable impact on the standard of students' work in English and mathematics, as well as their wider personal development.

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Main findings

The Executive Principal, with his excellent senior team, has galvanised the staff and empowered them to realise the necessary changes. The academy works outstandingly well with parents and carers and also with an impressive range of external partners to achieve Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Main findings

good outcomes for students. Rigorous self-evaluation and ambitious target-setting have been at the heart of development planning, and staff at all levels have been inextricably engaged in the process through self-scrutiny, collaborative planning and peer review. The academy's journey has been steered by robust external evaluation, particularly by the School Improvement Partner and the sponsor's school improvement adviser, and by some outstandingly effective staff training. The speed, success and evident sustainability of all the improvements demonstrate the academy's outstanding capacity to improve.

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What does the school need to do to improve further?

 Ensure that students of all ages aspire to the highest possible achievement and hone the skills and personal qualities that are essential for the next stage of their education and later life, particularly their: literacy and numeracy confidence, independence and leadership skills.

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Outcomes for individuals and groups of pupils 2

Attainment is low, but there is a strong upward trend of improvement across all year groups, including in the sixth form. Despite significant challenges last year, the academy exceeded its challenging targets for examinations in 2010. All groups of students, including those with special educational need and/or disabilities, made good progress. Rigorous tracking data indicate that progress has accelerated significantly this year and that in 2011 and beyond the academy is firmly on course to far exceed all previous results. Evidence from lesson observations confirms the exceptional progress that students make, often from very low starting points. Students enjoy school and respond to the academy's high expectations by behaving well and working hard. Their attitudes contribute positively to their outstanding progress and good achievement. In lessons, students are attentive and compliant and collaborate very

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Outcomes for individuals and groups of pupils 2

well when working together in pairs and small groups. Importantly, they take responsibility for their learning by critically evaluating their own progress and by making excellent use of the academy's technology to support their studies. The student portal on the academy's 'learning gateway' is accessed 3000 times each day. Students have a strong voice in decisions relating to their learning and well-being, and play an active role in shaping the academy's development through the multifarious sub- committees of the student council. Students have suggested and developed a number of classroom initiatives to improve teaching and learning. Their interaction in the wider community is also highly valued and influential. The Young Voices project, for example, received international recognition as an example of outstanding practice in raising religious and cultural awareness in the community through its innovative use of technology.

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Outcomes for individuals and groups of pupils 2

Initiatives such as these exemplify students' strong spiritual, moral, social and cultural development. The academy is a harmonious community where students from diverse backgrounds get on very well together and feel completely safe. They understand how to stay healthy and respond impressively when given opportunities to take responsibility for their own well-being and that of others. Many students readily participate in the wide range of extra-curricular activities on offer. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Outcomes for individuals and groups of pupils 2

These are the grades for pupils' outcomes

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Outcomes for individuals and groups of pupils 2

Pupils' achievement and the extent to which they enjoy their learning 2

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Outcomes for individuals and groups of pupils 2

Taking into account: Pupils' attainment¹

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Outcomes for individuals and groups of pupils 2

The quality of pupils' learning and their progress 1

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Outcomes for individuals and groups of pupils 2

The quality of learning for pupils with special educational needs and/or disabilities and their progress

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Outcomes for individuals and groups of pupils 2

The extent to which pupils adopt healthy lifestyles 2

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Outcomes for individuals and groups of pupils 2

The extent to which pupils contribute to the school and wider community 1

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Outcomes for individuals and groups of pupils 2

The extent to which pupils develop workplace and other skills that will contribute to their future economic well-being

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Outcomes for individuals and groups of pupils 2

Taking into account: Pupils' attendance¹

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Outcomes for individuals and groups of pupils 2

The extent of pupils' spiritual, moral, social and cultural development 2

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Outcomes for individuals and groups of pupils 2

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

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How effective is the provision?

The quality of teaching is consistently high because teachers have worked relentlessly to implement agreed strategies for behaviour management, lesson planning and assessment. As a consequence, almost all lessons are sharply focused, skilfully managed, well paced and free from disruption. Technology is used very well in lesson planning and delivery, and the use of assessment is an outstanding feature of teaching and learning. Teachers use assessment information to set suitably ambitious outcomes and challenging tasks that are well matched for different students. They use an excellent range of strategies, including skilful questioning, to assess how well the students have understood their new learning. Furthermore, students know how to improve because marking and oral feedback are so rigorous, and students are routinely involved in peer assessment and self review. The expectation that students themselves will be actively engaged in lessons challenges

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How effective is the provision?

the natural reticence of many students. This is particularly the case when learning is fun and when students are given licence to be creative or independent, for example when asked to improvise in drama, video one another in art, create an imaginative role-play presentation in business studies, drum the table in response to poetic devices in English or critically evaluate their physical education teacher's ineptitudes in badminton! Many lessons are outstanding because teachers are skilful and imaginative in achieving rapid and secure gains in students' skills and understanding. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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How effective is the provision?

The academy's curriculum is constantly under review to ensure that it better meets the needs and aspirations of all its students, notably through the development of suitable pathways at Key Stage 4. It is a mixture of developing and excellent features, such as the 'Literacy for Life' programme in Years 7 and 8 which is imaginative and already highly effective. Enrichment opportunities are varied and have a high take-up. In addition to sport, students enjoy a wide range of creative activities many of which are linked with the academy's arts specialism. The care, guidance and support provided by the academy are outstandingly effective because the individual needs of students are understood, and because staff pay meticulous attention to detail. The academy's work with families and a range of agencies to promote and support the development and well-being of individual students is deeply embedded and highly effective. Students trust staff and feel confident that they will be

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How effective is the provision?

given effective advice and guidance. Excellent procedures have significantly increased attendance, and greatly reduced persistent absenteeism and incidents of unacceptable behaviour.

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How effective is the provision?

These are the grades for the quality of provision

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How effective is the provision?

Taking into account: The use of assessment to support learning

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How effective is the provision?

The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships

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How effective is the provision?

The effectiveness of care, guidance and support 1

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How effective are leadership and management?

The academy has been relentless and highly successful in its drive to strengthen teaching, raise standards and eradicate underachievement. Senior and middle leaders have been conspicuously successful in creating a learning community where teachers are motivated, supported and enabled to improve their practice. Staff drive school improvement through, for example, 'change teams' that initiate and implement developments and 'learning communities' which successfully embed the process of self-review and accelerate the dissemination of best practice. Improvements are underpinned by high-quality professional development and targeted support. Morale is very high and staff are united by a shared vision and ambition. This unity of purpose has brought about remarkably rapid and sustained improvement since the last inspection. The students themselves have also been closely involved in the process of school improvement so that the academy is now a calm

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How effective are leadership and management?

and purposeful environment for learning. Rigorous monitoring, searching analysis and constant self-challenge enable the academy to adapt its well-focused plans as circumstances change. The governing body is fully and systematically involved in evaluating the academy. The academy places the promotion of equality of opportunity and the individual needs of each student at the heart of its work. Any unevenness between different groups is quickly identified and addressed. Understanding the needs of its immediate and wider community Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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How effective are leadership and management?

enables the academy to make an exceptional contribution to the promotion of community cohesion. In this regard, as with so many other initiatives, the academy is outward-looking in its search for partnerships and strategies that might possibly improve the outcomes for its students. It successfully encourages engagement with a wide range of different groups and maintains a highly cohesive community in which students from different backgrounds get on noticeably well. Staff at all levels work tirelessly to develop highly positive relationship with all groups of parents and carers, particularly those whose circumstances have made them hard to engage. The academy explores every possible avenue to communicate with parents and enable the parents themselves to be involved in their children's achievement and well- being. The academy has excellent procedures for safeguarding students which are implemented and reviewed with exceptional rigour so that staff at all levels and members

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How effective are leadership and management?

of the governing body are aware of their responsibilities.

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How effective are leadership and management?

These are the grades for leadership and management

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How effective are leadership and management?

The effectiveness of leadership and management in embedding ambition and driving improvement

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How effective are leadership and management?

Taking into account: The leadership and management of teaching and learning

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How effective are leadership and management?

The effectiveness of the governing body in challenging and supporting the school so that weaknesses are tackled decisively and statutory responsibilities met

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How effective are leadership and management?

The effectiveness of the school's engagement with parents and carers 1

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How effective are leadership and management?

The effectiveness of partnerships in promoting learning and well-being 1

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How effective are leadership and management?

The effectiveness with which the school promotes equality of opportunity and tackles discrimination

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How effective are leadership and management?

The effectiveness of safeguarding procedures 1

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How effective are leadership and management?

The effectiveness with which the school promotes community cohesion 1

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How effective are leadership and management?

The effectiveness with which the school deploys resources to achieve value for money 2

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Early Years Foundation Stage

Pre-school provision has strengthened since the last inspection and is outstanding. The needs of all children, including those who speak English as an additional language and those with special educational need and/or disabilities, are exceptionally well met. All elements of care and support, including safeguarding, are excellent. Children happily engage in a wide range of different activities, whether in the lively and engaging indoor learning environment or using the stimulating equipment in the remodelled outdoor play area. Staff are meticulous in recording the progress that children make and use their in- depth knowledge of the needs of each individual to guide them appropriately. There is a good balance between adult-led and child-initiated activities. Children are encouraged to Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Early Years Foundation Stage

make their own choices so that they develop greater independence, confidence and social skills. The nursery leader has made systematic use of rigorous self-evaluation to further improve provision. Excellent links with parents make a hugely positive contribution to the children's development, because the nursery works in partnership to promote the children's learning and well-being. The healthy eating workshops are just one example of the exceptional promotion of healthy lifestyles. The nursery complies with the requirements for registration.

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Early Years Foundation Stage

These are the grades for the Early Years Foundation Stage

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Early Years Foundation Stage

Overall effectiveness of the Early Years Foundation Stage 1

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Early Years Foundation Stage

Taking into account: Outcomes for children in the Early Years Foundation Stage

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Early Years Foundation Stage

The quality of provision in the Early Years Foundation Stage 1

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Early Years Foundation Stage

The effectiveness of leadership and management of the Early Years Foundation Stage

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Sixth form

The provision is part of a well-established local consortium arrangement which gives sixth- form students an appropriate range of courses at different levels of accreditation to meet their needs and aspirations. Many students enter the sixth form with levels of attainment that are well below average. Results are therefore significantly lower than national figures, but nonetheless indicate good progress from the students' starting points. Moreover, the quality of learning has been strengthened and students' progress has been accelerated by the dramatic improvements in teaching and in the use of assessment which have been realised across the academy. Sixth-form lessons are characterised by activity-led sessions that place suitable emphasis on developing students' independence and embedding their skills and understanding through structured self-review. Ambitious target setting and rigorous tracking, underpinned by clear guidance, ensure that students feel well

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Sixth form

supported. Students respond to the academy's high expectations and develop mature attitudes. They make a positive contribution to their own academy and the wider community, particularly through their support for sports teams, extra-curricular clubs and weekend and holiday programmes. Their contribution to decision-making through the 'student voice' is at an early stage of development. The recent appointment of a head of sixth form has strengthened day-to-day management. In the past, some students were admitted onto courses for which they were not well matched because progression routes into the sixth form were unsuitable. Advice, guidance and support, including monitoring of students' progress and attendance, are good. Strategic leadership of the sixth form is excellent. Robust self-evaluation ensures that any weaknesses in provision are identified and addressed. Sixth-form provision and outcomes are, therefore, improving strongly.

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Sixth form

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Sixth form

Overall effectiveness of the sixth form 3

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Sixth form

Taking into account: Outcomes for students in the sixth form

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Sixth form

The quality of provision in the sixth form 2

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Sixth form

Leadership and management of the sixth form 2

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Views of parents and carers

Parental questionnaires are not normally distributed for monitoring inspections conducted under section 8 of the Education Act 2005, unless inspectors have specific reasons to request that the school does so.

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Responses from parents and carers to Ofsted's questionnaire

Parental questionnaires are not normally distributed for inspections conducted under section 8 of the Education Act 2005, unless inspectors have specific reasons to request that the school does so.

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Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils' needs.

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Grade Judgement Description

Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well.

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Grade Judgement Description

Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils.

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Grade Judgement Description

Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously. The data in the table above are for the period 1 September 2009 to 31 March 2010 and are the most recently published data available (see www.ofsted.gov.uk ). Please note that the sample of schools inspected during the autumn and spring terms 2009/10 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Percentages are rounded and do not always add exactly to 100. Secondary school figures include those that have sixth forms, and sixth form figures include only the data specifically for sixth form inspection judgements.

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Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning, development or training.

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Common terminology used by inspectors

Attainment: the standard of the pupils' work shown by test and examination results and in lessons.

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Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of its systems to maintain improvement.

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Common terminology used by inspectors

Leadership and management: the contribution of all the staff with responsibilities, not just the headteacher, to identifying priorities, directing and motivating staff and running the school.

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Common terminology used by inspectors

Learning: how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

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Common terminology used by inspectors

Overall effectiveness: inspectors form a judgement on a school's overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be.

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Common terminology used by inspectors

 The school's capacity for sustained improvement.  Outcomes for individuals and groups of pupils.  The quality of teaching.  The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships.  The effectiveness of care, guidance and support.

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Common terminology used by inspectors

Progress: the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils' attainment at the end of a key stage with their attainment when they started.

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carers to share with their children. It describes Ofsted's

main findings from the inspection of their school.

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Inspection of Shireland Collegiate Academy, Sandwell, B66 4ND

Thank you for making such a positive contribution to our recent inspection. We enjoyed speaking with you and seeing your work, and are delighted to see the changes since the last inspection. At that time, there were so many weaknesses that inspectors judged that the academy required additional support and monitoring. The improvements have been so remarkable that it now no longer requires special measures. Some aspects that were criticised in the last report are now outstanding. The most dramatic changes over the last year have been in improving the climate for learning and the quality of teaching. You have each played a role in this transformation by behaving well and taking responsibility for your own learning and progress. We were particularly impressed by:  the exceptional progress that you make as a result of high quality teaching and the excellent use assessment in lessons and through marking

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Inspection of Shireland Collegiate Academy, Sandwell, B66 4ND

 the outstandingly effective care, guidance and support and its impact on ensuring your safety and on improving attendance and behaviour  the academy's innovative strategies for sustaining such a cohesive school community and the way that it involves you all and engages your parents. Technology is central to much of this, and we were very impressed by the way that you, your parents and staff use the Learning Gateway to support your progress and development. Everyone has worked really hard to improve your academy, but there is always room for improvement, so we have asked the academy to focus on:  honing the skills and personal qualities that are essential for the next stage of your education and later life, particularly your literacy and numeracy and your self- confidence and independence. You can help by coming to school regularly and by making the most of all the opportunities that the academy offers. We wish you all every future success.

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Inspection of Shireland Collegiate Academy, Sandwell, B66 4ND

Paul Brooker Her Majesty's Inspector out in the guidance 'Complaining about inspections', 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 1234 234, or email enquiries@ofsted.gov.uk .

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