Sidney Stringer Academy

Inspection of Sidney Stringer Academy 2 Primrose Hill Street, Coventry, West Midlands CV1 5LY

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Outstanding Leadership and management Outstanding Sixth-form provision Outstanding Previous inspection grade Outstanding

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Overall effectiveness Good

This school was last inspected 10 years ago and judged ‘Outstanding’ under a previous inspection framework. This reflected the school’s overall effectiveness under the inspection framework in use at the time. From then until November 2020, the school was exempted by law from routine inspection, so there has been a longer gap than usual between inspections. Judgments in this report are based on the current inspection framework and also reflect changes that may have happened at any point since the last inspection. 8 and 9 February 2023

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What is it like to attend this school?

This is a vibrant and inclusive school. The school’s ‘DRIVE’ values shine through all that is done here. Leaders and teachers show great determination in their work, while pupils develop a profound respect for individual difference. Everyone is accepted for who they are. One pupil’s comment, which captured the views of many, was, ‘I feel comfortable here because I can just be me, and proud of who I am in my own skin.’

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What is it like to attend this school?

Leaders pay a great deal of attention to pupils’ safety and well-being. Because of this, pupils feel safe and well supported here. Pupils build strong, positive relationships with their teachers and their peers. Leaders are working tirelessly to achieve this aim for all. There is a culture of mutual respect between staff and students. Leaders have nurtured this carefully following the considerable disruption faced because of the COVID-19 pandemic. Pupils value this and know who to turn to should they have a concern. Staff take swift action to resolve any incidents of bullying that occur.

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What is it like to attend this school?

Leaders have created a culture where personal growth is of the utmost importance. Academic success is highly valued here too. In lessons, pupils focus on their work. Pupils, and particularly those in the sixth from, develop into curious learners who show real determination in their learning.

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better?

Leaders have the highest expectations for pupils. Their drive and determination to ensure that pupils receive an education that expands their horizons is clear to see. Staff share the headteacher’s compelling vision, and work tirelessly to achieve this.

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better?

Leaders have developed a broad and challenging curriculum across key stage 4 and key stage 5. Here, the curriculum is well structured. Leaders have thought carefully about the things pupils need to know to be successful. They have ordered this knowledge meticulously so that when pupils encounter new learning, this builds successfully on the things they already know. This helps pupils to remember what they have been taught. For example, in English, pupils in the sixth form develop an impressive understanding of challenging concepts such as romanticism when studying the poetry of Keats.

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better?

The curriculum is less well developed in key stage 3. Unless pupils opt to take a subject at GCSE, they do not have the opportunity to study the foundation subjects in enough depth. When this happens, pupils do not learn all they need to be successful in the qualifications that may follow.

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better?

Often, including those in the sixth form, teachers check carefully that pupils have understood the things they have been taught. They adapt their curriculum skilfully to ensure that any gaps in learning are quickly closed. This stops pupils from falling behind. However, in some subjects, the use of assessment is not precise enough. 8 and 9 February 2023

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Where this happens, teachers do not to accurately identify when pupils have not understood the things they have been taught. Consequently, teachers do not adjust their teaching accordingly. This leads to gaps in pupils’ knowledge.

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Leaders have developed a carefully considered package of development to ensure that all staff have the knowledge and skills they need in their role. Consequently, within lessons, and particularly in the sixth form, many teachers are experts in their subject. They convey complex ideas with clarity. Leaders’ work to support pupils with special educational needs and/or disabilities (SEND) is admirable. They know these pupils very well. The work given to pupils with SEND is artfully matched to their needs. Because of this, pupils with SEND flourish. Leaders’ work to support those pupils who are at an early stage of reading is well developed. Effective interventions help these pupils to read with fluency in a timely manner.

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Most pupils, including those in the sixth form, behave well. They are considerate and courteous. Many show dedication to their learning. A small minority of pupils do not approach their studies with the same commitment. Leaders are working intelligently to address issues such as truancy from lessons. This work is beginning to have an impact. Leaders’ work to ensure that pupils returned to school after the challenges of the COVID-19 pandemic, and attended regularly, is notable. The introduction of therapeutic sessions in the school’s ‘centre for excellence’ is helping to re-engage those pupils who struggle to attend.

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Leaders’ work to develop pupils’ character is remarkable. It weaves through every aspect of school life. For example, students in the sixth form act as mentors to younger pupils, while many other pupils hold leadership roles such as ‘year captains’ or ‘mental health ambassadors’. Pupils frequently raise funds for communities in need, such as supporting a food bank for local families. Pupils’ understanding of their social and moral responsibility to their community is impressive. There is a broad range of opportunities for pupils to develop their passions outside of the classroom. Pupils regularly attend a range of clubs such as debating society and chess club. Leaders make sure that all pupils benefit from these opportunities. Pupils receive high-quality information about the world of work.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have made sure that the safety of pupils is paramount. Staff receive a wealth of training that ensures they recognise pupils who may be at risk of harm. Staff are vigilant. They raise concerns no matter how insignificant they may seem. Leaders respond to concerns with alacrity. Highly skilled staff are in place to ensure pupils get the support they need when they need it.

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Safeguarding

Leaders work closely with local police to better understand the risk to pupils in their community. They adapt their curriculum to ensure pupils are taught how to keep themselves safe in a variety of situations, including online. 8 and 9 February 2023

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(Information for the school and appropriate authority)

 In key stage 3, across some areas of the curriculum, pupils do not have the opportunity to study the subject in the depth that they might. Where this happens, pupils miss out on knowledge that might be important for their next steps in education. Leaders should ensure that pupils have the opportunity to study each subject in sufficient depth.  In some subjects, assessment is not consistently used precisely enough to identify the next steps that pupils need to take in their learning. As a result, teaching is not always precisely planned or delivered to move pupils on in their learning, and they do not achieve as well as they might. Leaders should refine the way in which pupils’ learning is assessed in order to maximise their progress over time.

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How can I feed back my views?

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.

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How can I feed back my views?

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

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Further information

You can search for published performance information about the school.

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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. 8 and 9 February 2023

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School details

Inspection number 10266151 Type of school Secondary

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provision

Number of pupils on the school roll 1,453

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sixth form

Website www.sidneystringeracademy.org.uk

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sixth form

Date of previous inspection 14 March 2013, under section 5 of the Education Act 2005

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Information about this school

 The school meets the requirements of the Baker Clause. This means that pupils in Years 8 to 13 receive information about the full range of education and training options open to them. This includes opportunities for a range of education and training providers to speak to pupils about technical education qualifications and apprenticeships.  The school uses part-time alternative provision at several unregistered providers. This school is one of 5 schools that comprise the Sidney String Multi-Academy Trust.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. 8 and 9 February 2023

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 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 headteacher and other senior leaders. Meetings were held with curriculum leaders and the SEND coordinator.  Inspectors carried out deep dives in these subjects: English, mathematics, modern foreign languages, history and business studies. For each deep dive, inspectors discussed the curriculum with subject leaders, 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 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

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safeguarding leader about the reporting and recording of any safeguarding incidents.  Inspectors took account of parents’ free-text comments and the responses on Ofsted Parent View. Inspectors also considered the responses to the pupil and staff surveys.

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Inspection team

Alexander Laney, lead inspector His Majesty’s Inspector

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Inspection team

Steve Byatt Ofsted Inspector 8 and 9 February 2023

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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.

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