Tudor Grange Academy Redditch

Inspection of Tudor Grange Academy Redditch Woodrow Drive, Redditch, Worcestershire B98 7UH

p.1

Inspection dates: 18 and 19 January 2022

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Sixth-form provision Good Previous inspection grade Requires Improvement 18 and 19 January 2022

p.1

What is it like to attend this school?

Pupils enjoy coming to this school. They feel safe here. Pupils value the ‘small college’ system. They say that this helps them to feel ‘part of a family’. Pupils get along with their peers well.

p.2

What is it like to attend this school?

Pupils have strong relationships with their teachers. Leaders make sure that pupils have a caring adult to talk to should they have a concern. When bullying happens, staff deal with this effectively.

p.2

What is it like to attend this school?

Leaders are ambitious for the school and the community it serves. They have developed a curriculum that exposes pupils to a range of experiences that support both their academic and personal development. For example, pupils recently visited Bletchley Park and they often take part in theatre productions. Leaders act quickly to provide the right support to those pupils who need it. For example, pupils who attend the school’s ‘Treetops’ provision progress well.

p.2

What is it like to attend this school?

In most lessons, pupils behave well. They are keen to learn. An increasing number of pupils, including those in the sixth form, embody the ‘Tudor Grange Way’ around the school site. When unwanted behaviour happens, leaders address the underlying causes to make sure it does not happen again. Pupils’ behaviour has improved a great deal over recent years.

p.2

better?

The headteacher and her senior leadership team have successfully steered the school through a period of significant challenge. They are forging strong links with local middle schools. Leaders use these connections to good effect to support pupils when they join. Leaders are caring and compassionate. They consider the workload of their staff when introducing new things. Staff are proud to work at the school.

p.2

better?

Leaders, supported by the multi-academy trust, have developed an ambitious curriculum. They are taking appropriate steps to increase the number of pupils entered for the English Baccalaureate. In most subjects, the curriculum is well planned. For example, in mathematics, the knowledge and concepts that pupils need to know and remember are carefully sequenced. Pupils remember this knowledge and can apply it to a variety of problems. However, in some subjects, leaders have not identified in enough detail the important knowledge that pupils need. Where this happens, teachers do not always know what they should be teaching and in what order. Consequently, new learning does not always build upon the things pupils already know.

p.2

better?

In some lessons, teachers use assessment well to identify gaps in pupils’ knowledge. For example, in the sixth form, teachers use assessment information to adapt their teaching successfully to make sure students remember the important things they need to. This stops students from falling behind. However, in some subjects, 18 and 19 January 2022

p.2

3

teachers do not check that pupils have understood what has been taught sufficiently well. As a result, they do not re-teach the things that pupils do not understand. This leads to gaps in pupils’ knowledge. This is a barrier to pupils progressing well through the curriculum over time.

p.3

3

The provision for pupils with special educational needs and/or disabilities (SEND) is effective. Parents agree. Staff know these pupils well. Consequently, they make appropriate adaptations to the curriculum to support the needs of pupils with SEND. The school’s specialist ‘Treetops’ provision provides a safe and inclusive environment for pupils. As a result, pupils make strong progress.

p.3

3

Leaders have plans in place to support pupils who struggle to read as well as they need to. However, these plans are at an early stage. Currently, some pupils do not read well enough to be able to make sense of the texts they are asked to read in class. This hinders pupils’ progress.

p.3

3

In most lessons, pupils behave well. If there is disruption to learning, teachers deal with this effectively. Because of this, minimal learning time is lost. When needed, leaders spend time with pupils to help them to understand why and how their behaviour needs to improve. This work is having a positive impact.

p.3

3

Leaders’ work to support pupils’ personal development is effective. They are developing an inclusive culture where diversity is celebrated. Pupils who have formed an LGBTQ+ group actively champion pupils’ rights and are well supported by leaders in doing so. Pupils, including those in the sixth form, receive appropriate advice about the world of work. They can develop their interests outside of the classroom by taking part in a wide range of activities. For example, pupils take part in sports clubs such as basketball and handball as well as the ‘fake away’ club where they learn to cook nutritious meals. Students in the sixth form also work as subject mentors to support pupils in key stage 3 and key stage 4. Pupils value all these experiences.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Staff have received appropriate training and know how to recognise pupils who are at risk of harm. Staff are vigilant. Leaders are tenacious and they make timely referrals to social services and chase these up when necessary. They work closely with a range of external agencies to make sure that those pupils who are at risk of harm are kept as safe as possible.

p.3

Safeguarding

Pupils learn how to keep themselves safe in a variety of situations. For example, they learn about sexual harassment, online abuse and mental health through the school’s personal development programme. 18 and 19 January 2022

p.3

(Information for the school and appropriate authority)

 In some subjects, curriculum planning does not set out the important knowledge that pupils need to know and remember in enough detail. This means that new learning does not always build upon what pupils already know. Consequently, pupils find it difficult to remember what they have been taught. Leaders should ensure that all curriculum planning identifies the precise knowledge that pupils need to learn to enable them to make strong progress.  In some subjects, teachers do not consistently use assessment well to check pupils’ understanding. This means that, on occasion, teachers do not know if pupils have understood what they have been taught and do not, therefore, adapt curriculum planning to take account of what pupils can do. Leaders need to ensure that teachers check pupils’ understanding of curriculum content consistently well across all subjects. They need to make sure that teachers use this information to adapt curriculum plans, where necessary, to enable pupils to

p.4

(Information for the school and appropriate authority)

build more effectively on their prior learning.  Leaders’ plans to support pupils who are at an early stage of reading are at an early stage of development. As a result, some pupils do not learn to read quickly enough. These pupils struggle to access the curriculum. Leaders should accelerate their work to ensure that pupils get the help and support they need to improve their reading.

p.4

How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

p.4

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

p.4

How can I feed back my views?

If you are the school and you are not happy with the inspection or the report, you can complain to Ofsted .

p.4

Further information

You can search for published performance information about the school.

p.4

Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 18 and 19 January 2022

p.4

School details

Inspection number 10211768 Type of school Secondary comprehensive

p.5

sixth form

Date of previous inspection 9 June 2021, under section 8 of the Education Act 2005

p.5

Information about this school

 This school is one of 12 schools that comprise the Tudor Grange Academies Trust.  The school uses full-time alternative provision for a small number of pupils at one registered provider.  The school meets the requirements of the Baker Clause, which requires schools to provide pupils in Years 8 to 13 with information about approved technical education qualifications and apprenticeships.

p.5

Information about this inspection

The inspectors carried out this inspection under section 5 of the Education Act 2005. 18 and 19 January 2022

p.5

6

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation.  Inspectors met with the principal and other senior leaders. Meetings were held with curriculum leaders and the special educational needs coordinator. Inspectors also met with a range of other staff, including early careers teachers and the chief executive officer and trustees of the multi-academy trust.  Inspectors carried out deep dives in these subjects: science, mathematics, history and physical education. For each deep dive, inspectors met with subject leaders, looked at curriculum plans, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors scrutinised a range of safeguarding information, including the school’s

p.6

6

safeguarding policy, spoke to staff and pupils about safeguarding and looked at how pupils learn how to keep themselves safe. The lead inspector spoke to the safeguarding leader about the reporting and recording of any safeguarding incidents.  Inspectors took account of parents’ free-text comments and the responses to Ofsted Parent View. Inspectors also considered the responses to the pupil and staff surveys.  Inspectors spoke with the leader of the alternative provision that the school uses.

p.6

Inspection team

Alexander Laney, lead inspector Her Majesty’s Inspector

p.6

Inspection team

Huw Bishop Ofsted Inspector 18 and 19 January 2022

p.6

7

regulates and inspects to 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7