Lift Tamworth

Inspection of Tamworth Enterprise College and AET Academy Birds Bush Road, Belgrave, Tamworth, Staffordshire B77 2NE

p.1

Inspection dates: 21 and 22 January 2025

p.1

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Previous inspection grade Requires improvement

p.1

The head of school is Jonathon Spears and the executive principal is Graeme Napier. This school is part of the LIFT Schools Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Rebecca Boomer Clark and overseen by a board of trustees, chaired by David Hall CBE. 21 and 22 January 2025

p.1

What is it like to attend this school?

Tamworth Enterprise College (TEC) staff and pupils share the same high aspirations. Pupils understand and follow the school’s four ‘virtues’, which include being ‘unusually brave’ and to ‘discover what’s possible’. Pupils say these virtues help them focus on how to develop positively as young people. Relationships between pupils and staff are warm, respectful and nurturing. While the school’s high aspirations for all its pupils have not yet been fully achieved, pupils say this is an improving environment to learn in.

p.2

What is it like to attend this school?

There is a purposeful atmosphere around the school. Pupils focus on their learning well and work hard. On the rare occasion when pupils’ behaviour is not acceptable, staff speak quickly and efficiently with pupils to explain and enforce the school’s high expectations. During social times, pupils mix with others in a calm and orderly manner. Pupils feel safe. They know who to talk to about any concerns they have.

p.2

What is it like to attend this school?

The school places a strong emphasis on pupils’ personal development, including mental health and well-being. Leadership opportunities include being student ambassadors. These roles help pupils understand how to be responsible and make decisions. Pupils speak positively about the ‘STRIVE’ enrichment activities each day. Pupils regularly take part in activities, such as musical theatre, sports and debates.

p.2

What does the school do well and what does it need to do better?

The school has undergone a significant period of change and development since the previous inspection. This includes changes to staff in senior, subject and pastoral leadership. The school has raised expectations around learning and behaviour and has developed a highly ambitious and well-sequenced curriculum. New policies have brought improvement in how pupils learn. However, these improvements have not yet led to consistently improving outcomes by the end of key stage 4.

p.2

What does the school do well and what does it need to do better?

Most teachers check what pupils know well and ensure that they understand what they have to do. However, occasionally, some teachers do not check pupils’ understanding well enough. They do not know if pupils remember what they have learned before. This means that some teachers do not consistently adapt the learning to address any wrong ideas or missing knowledge. Some pupils have gaps in their knowledge and struggle to complete their work. In some subjects, pupils do not always have the opportunity to deepen their knowledge and key skills. This can limit the progress they make.

p.2

What does the school do well and what does it need to do better?

The school quickly identifies pupils with special educational and/or disabilities. Teachers use ‘passports’ effectively to adapt their teaching to meet those needs. This ensure that pupils access the same, ambitious curriculum. The school has developed strategies effectively to support pupils who are not confident readers. Specialist teaching rapidly addresses weaknesses in pupils’ phonics, grammar and comprehension. Alongside this, the school continues to promote effectively pupils’ reading widely and often.

p.2

What does the school do well and what does it need to do better?

The school understands the importance of good attendance and takes effective action to work with families to address this. Despite this, for some pupils, absence from school is 21 and 22 January 2025

p.2

3

higher than it should be. The school is taking effective actions to engage with pupils, parents and carers. This is starting to have a positive impact upon improving the attendance of these pupils.

p.3

3

Pupils’ well-being is at the forefront of the school’s vision, including promoting pupils’ positive mental health. The personal, social, health and economic (PSHE) curriculum is well planned and sequenced. Pupils learn about topics, including healthy relationships, fundamental British values and online safety. A comprehensive and high-quality careers programme is in place for all pupils. Pupils engage enthusiastically with this programme. This prepares them well for the next stages of their lives.

p.3

3

All leaders, including those responsible for governance, understand how the school’s local context impacts pupils’ learning and attendance. The trust has provided bespoke, targeted and rapid support to develop the school. Trustees provide effective challenge alongside this support. This has helped the school to improve quickly. The school and the trust have implemented a well-thought-out professional development programme for staff. Staff feel very well supported and consulted about policy changes. Staff are appreciative of how their workload and well-being are considered.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 In some subjects, some teachers do not adapt their teaching consistently to ensure that all pupils are both supported and challenged in their learning. As a result, some pupils do not have the opportunity to deepen their knowledge and key skills in some subjects. The school should ensure that all teachers adapt their teaching to enable all pupils to receive the support and challenge needed to deepen their knowledge and key skills.  Some staff do not consistently check pupils’ understanding of what has been learned and what they can remember. As a result, gaps in pupils’ knowledge are not identified and addressed effectively, limiting their progress. The school should ensure that staff understand how to check pupils’ learning and address any gaps or misconceptions.

p.3

How can I feed back my views?

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.3

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 21 and 22 January 2025

p.3

Further information

You can search for published performance information about the school.

p.4

Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 21 and 22 January 2025

p.4

School details

Head of School /Executive Principal Jonathon Spears (Head of School) / Graeme Napier (Executive Principal) Website www.tamworthenterprisecollege.co.uk

p.5

School details

Dates of previous inspection 14 and 15 June 2022, under section 5 of the Education Act 2005

p.5

Information about this school

 The head of school started their role from March 2023.  The school is part of the LIFT Schools trust, which contains 57 schools.  The school makes use of one registered alternative provider for a small number of pupils.  The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

p.5

Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form 21 and 22 January 2025

p.5

6

provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

p.6

6

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors carried out deep dives in these subjects: English, art, computer science, history and mathematics. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke with pupils about their learning and looked at samples of pupils’ work. The inspectors also looked at the curriculum, lessons and pupil’s work in other subjects.  Inspectors reviewed a range of school documents. These included information about pupils’ behaviour, attendance, the school’s curriculum and improvement planning.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the

p.6

6

extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors observed informal times of the day as part of their evaluation of safeguarding and pupils’ behaviour. Additionally, inspectors spoke to pupils to discuss their views about school life.  Inspectors met with the head of school and the executive principal, other senior leaders, subject leaders, teachers, support staff and pupils.  The lead inspector met with the CEO of the trust, the chair of the standards board and the director of standards and inclusion for the trust, the director of education and the regional education director (Midlands Region) for the trust.  Inspectors considered responses to Ofsted Parent View questionnaire and the free-text responses. They also took into consideration the online staff and pupil surveys.

p.6

Inspection team

Stuart Clarkson, lead inspector His Majesty’s Inspector

p.6

Inspection team

Jane Epton Ofsted Inspector 21 and 22 January 2025

p.6

7

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