Washwood Heath Academy

Inspection of a school judged good for overall effectiveness before September 2024: Washwood Heath Academy Burney Lane, Stechford, Birmingham, West Midlands B8 2AS

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Outcome

Washwood Heath Academy has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

The headteacher of this school is Lynn Petrie. This school is part of the Washwood Heath Multi Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Pete Weir and overseen by a board of trustees, chaired by Graham Parker.

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What is it like to attend this school?

Washwood Heath Academy is an inclusive and nurturing place of learning. The school’s vision is to remove any barriers pupils face so ‘no one is left behind’. This vision is commonly realised through high ambitions and expectations of pupils and staff. Consequently, pupils flourish and achieve strong outcomes.

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What is it like to attend this school?

Children, pupils and students are happy, friendly and welcoming. They value their education. Positive relationships are part of everyday school life. Most pupils behave well and they enjoy attending. Pupils feel and are safe. They know that there is always someone they can go to if they are worried about something.

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What is it like to attend this school?

There is a strong offer to enhance pupils’ wider development. Pupils have many varied opportunities to extend their learning beyond the classroom. They value the wide range of clubs, activities, trips and events. Pupils relish their leadership roles and sixth-form students act as role models to their younger peers.

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What is it like to attend this school?

The school’s programme to support pupils and students to make decisions about their future career paths is effective. As a result, they are well prepared for their next stages in education, employment or training. 20 and 21 May 2025

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

The school’s high expectations of pupils are realised through the well designed and broad curriculum. The school’s agreed approach about how this curriculum should be taught ensures that pupils learn it well. Staff know their pupils well. They provide the help and support pupils need to access their learning. As a result of this, pupils typically achieve well.

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

Teachers have strong subject knowledge and use this skilfully in lessons to engage pupils and provide appropriate learning tasks. Pupils commonly recap their previous learning before moving on to new content. However, at times, pupils do not get sufficient time to independently practise what they have learned to deepen or extend their learning further. This can hamper their achievements, especially for pupils who are capable of more.

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

The provision for pupils with special educational needs and/or disabilities (SEND) is effective and helps them to learn well. Staff quickly spot anyone who may need extra help. Teachers receive a range of information about pupils, including how best to support them in lessons. This works well, and many pupils overcome their difficulties to be successful in their learning.

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

The school has made reading a high priority. Children start learning to read as soon as they join Reception. Teachers regularly check how well pupils can read and put targeted interventions in place when needed. This effective work extends into the secondary phase of the school. Pupils have regular reading lessons and receive effective help if they fall behind. As a result, pupils enjoy reading and do so with appropriate fluency.

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

Children settle well into Reception. Staff work hard to get to know children and form warm and nurturing relationships with them. Children quickly learn the routines and behaviours expected in school. They learn about letters and numbers as soon as they arrive. Staff and children make the most of the well-equipped learning areas. Teachers model language well and skilfully use interactions with children to support children’s language development. Consequently, children are well prepared for Year 1.

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

Pupils in the primary phase learn the curriculum well. The warm and respectful relationships are a pleasure to observe. Pupils’ behaviour is excellent. Teachers know their pupils very well and ensure that ‘no one is left behind’. Staff effectively check what pupils can do and provide swift help if anyone has fallen behind. Pupils state that their school is like a family away from home. As a result, pupils feel valued and learn very well.

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

Sixth-form students are delightful ambassadors for their school. They behave impeccably and many take on leadership roles to support their younger peers. Students value the vocational curriculum offer and the wide-reaching enrichment programme that underpins learning in the sixth form. As a result of this, students achieve strong outcomes.

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

The school has set high behaviour expectations that are commonly understood. Most pupils meet these regularly. Lessons are generally free from disruptions, and the school is 20 and 21 May 2025

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a calm and purposeful environment. However, during break and lunchtimes, some pupils fall short of these expectations and incidents can occur.

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The school’s work to promote personal development is effective. Pupils gain an age- appropriate understanding of topics such as healthy relationships, personal safety and tolerance of others. Pupils talk knowledgeably about values such as respect and equality. Older pupils receive impartial information about possible careers, including in the sixth form. This includes advice about apprenticeships and training which many students follow. As a result, pupils are well prepared for their next steps in life and education.

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The trust and leaders have a detailed understanding of the school’s strengths and what needs to be better. Leaders, together with the trust, quickly and effectively address any identified areas for improvement. Most staff speak highly of the training they receive and are complimentary about leaders’ consideration of their well-being and workload. Staff are proud to work here. Parents and carers value the pastoral support which the school offers.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 At times, pupils do not get sufficient opportunities to practise what they have learned to deepen or extend their learning further. When this happens, it hampers their achievements, especially for pupils who are capable of more. The school should ensure that it supports those pupils’ learning more effectively.  The school does not effectively support some pupils to demonstrate the positive behaviour it expects at social times. When this happens, pupils do not behave as well as they should at break and lunchtimes. The school should ensure that it supports those pupils in meeting the high behaviour expectations effectively, especially during social times.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024 graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded 20 and 21 May 2025

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inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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This is the first ungraded inspection since we judged the school to be good for overall effectiveness in March 2020.

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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.

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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’ 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). 20 and 21 May 2025

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provision

Number of pupils on the school roll 1,712

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form

Dates of previous inspection 3 and 4 March 2020, under section 5 of the Education Act 2005

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Information about this school

 The school is a larger-than-average-size all-through school.  The school serves a diverse community and many pupils speak English as an additional language.  The school’s sixth-form provision has changed this academic year and now offers exclusively vocational courses to students.  The school uses five registered alternative provisions for a small number of its 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. 20 and 21 May 2025

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher, deputy headteachers, assistant headteachers and other senior leaders. The lead inspector held a meeting with representatives from the multi-academy trust, including the chair of the trust, two trustees, the CEO and director of primary education. Inspectors met with representatives from the local governing body called advocates, including the chair. Inspectors met with the school’s SEND coordinator, pastoral leaders, curriculum leaders and teaching staff.  Inspectors visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.

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Information about this inspection

 To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors observed pupils’ behaviour and interactions during lessons and at break and lunchtimes and spoke to many pupils during the inspection.  Inspectors took account of parents’ free-text comments and the responses to the Ofsted Parent View survey. Inspectors also considered the responses to the Ofsted pupil and staff surveys.

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Inspection team

Bianka Zemke, lead inspector His Majesty’s Inspector

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Inspection team

Will Keddie Ofsted Inspector 20 and 21 May 2025

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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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