Setting

Store Street Manchester M1 2WD T 0300 123 1231 www.gov.uk/ofsted

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Sarah Amin Associate Head Teacher Gossey Lane Academy Gossey Lane Kitts Green Birmingham West Midlands B33 0DS

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Requires improvement monitoring inspection of Gossey Lane Academy

This letter sets out the findings from the monitoring inspection that took place on 24 April 2024, on behalf of His Majesty’s Chief Inspector of Education, Children’s Services and Skills. The monitoring inspection was carried out under section 8(2) of the Education Act 2005 and took place because the school has received two successive judgements of requires improvement at its previous graded (section 5) inspections.

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Requires improvement monitoring inspection of Gossey Lane Academy

The purpose of a monitoring inspection is not to grade the school’s overall effectiveness, but to identify and report on the school’s progress. It is to highlight to the school and parents any improvements that school leaders have made since the school’s previous graded inspection.

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Requires improvement monitoring inspection of Gossey Lane Academy

During the inspection, I discussed with you and the executive head teacher, other leaders and staff, trust advocates, board members and other trust representatives the actions that have been taken to improve the school since the most recent graded inspection. We discussed the ongoing impact of the COVID-19 pandemic. I also visited lessons, looked at samples of pupils’ work, spoke to pupils and reviewed documentation relating to attendance, the curriculum and the provision for pupils with special educational needs and/or disabilities (SEND). I have considered all this in coming to my judgement.

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Leaders have made progress to improve the school, but more work is

necessary for the school to become good.

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Main findings

There have been changes to increase leadership capacity at the school since the previous graded inspection. New senior leaders have been appointed in the posts of executive head teacher and associate head teacher. You have responded robustly to address the recommendations from the last inspection. All leaders have a realistic understanding of the school’s strengths and areas for continued development. These are set out clearly in the school’s own self-evaluation and improvement plan.

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Main findings

The curriculum for many foundation subjects was very new at the time of the last inspection. Working collaboratively with the trust, subject leaders have ensured that the curriculum for all subjects is now fully mapped out so that it prioritises the key knowledge and skills that pupils should gain. This is made clear to teachers so that links between each year’s learning can be made. In mathematics, you are now in your second year of a mastery approach. Visits to lessons and pupils’ work show that this is becoming well embedded.

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Main findings

You continue to place a high priority on reading and view it as a strength of the school. Pupils have many opportunities to read and enjoy books. Staff work with the local hub to ensure that the delivery of phonics is as effective as it can be. You are now working on oracy and developing pupils’ vocabulary.

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Main findings

The previous inspection identified the need for the school to improve the quality of support for pupils with SEND, in particular the identification process. This aspect of the school’s work has been transformed. The coordinator for the provision of pupils with SEND works closely with all staff to ensure that these pupils’ needs are accurately identified, understood and met. Since the last inspection, there has been training for staff to help improve their understanding of how best to support pupils with SEND in their learning. These pupils get the support they need and enjoy learning alongside their peers in the classroom. In addition to this, staff work well with specialist services to make sure that pupils with SEND receive the extra support they need.

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Main findings

Pupils’ attendance is improving but not at the pace that you would like. You have put in place robust processes, analysing information about which pupils and groups of pupils are not attending school enough. You and your staff have been tenacious in offering support and challenge to those families, focusing on communicating the importance of attendance with parents and carers. This work will continue to be a key focus.

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Main findings

At the last inspection, it was identified that some administrative processes could be tighter such as the recording of the support given to pupils and their families. This has been swiftly and robustly addressed by you and your team. Record-keeping is now accurate and comprehensive.

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Main findings

The school makes the most of external support and challenge. Leaders work collaboratively with external advisers, for example to check the suitability of provision for SEND pupils. Regular and robust reviews of teaching and learning help leaders to check that the curriculum is being delivered as securely as intended. You have been well supported by leaders from the multi-academy trust to refine and embed the school’s systems, policies and procedures. I am copying this letter to the chair of the board of trustees and the CEO or equivalent of the Washwood Heath Multi-Academy Trust, the Department for Education’s regional director and the director of children’s services for Birmingham. This letter will be published on the Ofsted reports website.

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