Ormiston SWB Academy

Ormiston SWB Academy

Address: Dudley Street, Bilston, WV14 0LN Unique reference number (URN): 145008

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Attendance and behaviour Strong standard

Leaders work tirelessly to ensure that all pupils attend well. They monitor attendance rigorously and take action rapidly when it is needed. Pupils know the importance of good attendance. Strategies, such as 'rank order', reinforce leaders' high expectations and support all pupils in ensuring that they attend regularly. The school implements extremely effective strategies to remove barriers to individual pupils' attendance. The highly effective 'Oasis Centre' supports pupils who need significant adaptations to be able to attend school regularly. This has reduced the number of pupils who are persistently absent. Attendance has increased as a result, and continues to improve.

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Attendance and behaviour Strong standard

Pupils' behaviour in lessons and around the school is exemplary. They treat each other, and adults, with courtesy and respect. Pupils have excellent attitudes to learning. Leaders have created a culture where bullying or discriminatory behaviour is not tolerated. As a result, any such incidents are rare and dealt with well. Leaders and staff know their pupils very well. Staff use the school's highly effective strategies to support any pupils who need additional help. Pupils receive exceptional care and support from adults in the school. As a result, pupils flourish in this culture of high expectations.

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Achievement Expected standard

Pupils, including those who are disadvantaged and those with special educational needs and/or disabilities (SEND), progress well across the curriculum. They produce quality work in their books and they are developing the knowledge and skills they need to be successful.

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Achievement Expected standard

Pupils' outcomes in external examinations are improving. At key stage 4, pupils who are disadvantaged achieve above-average outcomes in external examinations. In nearly all subjects, including those studied in the sixth form, pupils' examination results are improving. Students in the sixth form are very well prepared for their next steps in education, employment and training.

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Achievement Expected standard

Leaders make sure that pupils secure the skills and knowledge in English and mathematics that they need to be successful. This means that most pupils, including those with SEND, are able to learn well across the curriculum. Students in the sixth form continue to develop their essential knowledge and understanding in these subjects.

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Curriculum and teaching Expected standard

Leaders have developed a well-planned and sequenced curriculum. They ensure that teachers have the subject knowledge and skills they need to deliver the curriculum well. Teachers use agreed lesson structures and strategies consistently to support pupils' learning. Teachers generally use assessment well. Most teachers routinely check for understanding and use this to inform their teaching. However, teachers do not always identify gaps and barriers in pupils' learning precisely enough, and so gaps in some pupils' knowledge are able to persist.

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Curriculum and teaching Expected standard

Teachers use effective strategies to support pupils with special educational needs and/or disabilities to access the curriculum. However, for a very few pupils who have highly individual barriers to their learning, teachers' adaptations are not precise enough to give them the support that they need. In the sixth form, students benefit from careful feedback that helps them to improve their work.

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Curriculum and teaching Expected standard

School and trust leaders have a clear understanding of the quality of the curriculum and how it is delivered. They make sure that the curriculum continues to meet the needs of pupils. Pupils who need extra help with reading or in mathematics receive help quickly to make sure they do not fall behind in their learning.

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Inclusion Expected standard

Leaders have created a highly inclusive culture in the school. They are determined that all pupils, including those who are disadvantaged and those with special educational needs and/or disabilities, have the best opportunities possible. Pupils' needs are quickly identified and assessed. These needs are addressed through effective teaching, which is skilfully designed to meet the needs of most pupils. However, for a small minority of pupils, there is insufficient precision in the strategies leaders suggest, and so teachers do not make the most effective adaptations they could. This limits the progress these pupils make.

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Inclusion Expected standard

The school uses a range of high-quality interventions to support pupils' progress through the curriculum. Leaders monitor these interventions carefully, providing additional support where needed. The school has developed the highly effective 'Pupil Support Unit' and the 'Oasis Centre' for those pupils with the most significant barriers to their learning and/or wellbeing. Here, pupils receive highly personalised support and education to help them thrive. Pupils are supported to return to full-time education and to achieve well.

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Inclusion Expected standard

Leaders work effectively with external professionals, parents and carers to make sure all pupils get the help they need. Additional funding, such as the pupil premium grant, is targeted effectively. This means that pupils who are disadvantaged achieve well, behave well and attend in line with their peers.

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Leadership and governance Expected standard

Leaders are determined. They focus relentlessly on ensuring that all pupils receive the highest quality of education and care. Leaders are proud to serve their community and have a secure understanding of the challenges that some pupils and families may face. School and trust leaders know their school well. They have a clear understanding of what is working well and their priorities for improvement. This has resulted in improvements in behaviour, attendance and achievement.

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Leadership and governance Expected standard

Trustees exercise their duties thoughtfully, providing appropriate challenge and support to school and trust leaders. Trustees receive high-quality information. This enables them to make decisions that ensure that all pupils, including those who are disadvantaged or with special educational needs and/or disabilities, have the best possible outcomes.

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Leadership and governance Expected standard

Staff are proud to work at the school. They receive high levels of professional support and training. Staff are increasingly involved in decision-making and they value this.

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Leadership and governance Expected standard

The school has developed effective partnerships with other schools and professionals to ensure that leaders know what works well. Leaders share their excellent work in behaviour widely. The school has established positive relationships with parents and carers. It works in partnership with parents to make sure that pupils achieve well.

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Personal development and wellbeing Expected standard

Leaders have designed the 'CORE' (character, opportunity, resilience and excellence) curriculum to underpin the school's personal development programme. It promotes the school's values and provides pupils with the knowledge they need to be well prepared for life in modern Britain. The personal development programme is designed to ensure that all pupils, including pupils who are disadvantaged and those with special educational needs and/or disabilities, participate in a wide variety of activities that enhance their knowledge and experiences. These extend from visiting a museum or visiting London to delivering an assembly to their peers. As a result of this programme, pupils are able to speak knowledgeably about democracy, equality and how society works. They are very well prepared for their next steps. There is a range of enrichment opportunities available to pupils. Leaders track pupil participation carefully to make sure that pupils, including those

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Personal development and wellbeing Expected standard

who are disadvantaged, benefit from the opportunities available to them.

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Personal development and wellbeing Expected standard

Leaders know their pupils exceptionally well. They quickly spot when pupils may need further help. Pupils receive excellent pastoral support.

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Personal development and wellbeing Expected standard

Leaders have ensured that pupils receive a high-quality personal, social and health education (PSHE) curriculum. Pupils learn about the risks they may face in the community and online. The PSHE curriculum is updated frequently, and leaders respond to any new risks that become known in the locality. Pupils who may experience increased risks benefit from very carefully considered PSHE interventions delivered by experts.

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Personal development and wellbeing Expected standard

Pupils enjoy a high-quality careers programme. They learn about the opportunities available to them and they receive expert advice. As a result, increasing numbers of pupils secure places in high-quality education, training or employment.

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Post 16 provision Expected standard

Leaders have developed an ambitious curriculum that meets the needs and aspirations of students. Students can choose from a variety of academic and vocational courses that match their career goals. Teachers deliver the curriculum consistently well. They have secure subject knowledge and make appropriate adaptations so that pupils with special educational needs and/or disabilities progress well through the curriculum. Teachers use assessment well to address gaps in students' knowledge. They prompt students to think deeply about their learning. As a result of this effective teaching, students show a secure understanding of what they have learned. Students generally achieve well in external examinations. Leaders know that, over time, results are not as consistent as they intend. They have made changes to the leadership and provision in the sixth form. These are taking effect. Students' work, including that of students

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Post 16 provision Expected standard

who are disadvantaged, shows that current students are achieving well.

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Post 16 provision Expected standard

Students benefit from highly effective pastoral support. They are well informed about the opportunities available to them after leaving the sixth form. Students take part in work experience, visit universities and careers fairs and receive expert careers advice. They progress to ambitious destinations.

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What it's like to be a pupil at this school

Pupils flourish in this vibrant school. High aspirations and high ambition are woven into the school's fabric. Former pupils' successes are celebrated around the building, alongside the successes of other notable people. Pupils celebrate their achievements. They use the published 'rank order' to help them to identify what they need to do to improve. Pupils want to do well. They benefit from a well-planned curriculum that is taught well. Pupils enjoy the support that teachers give them to help them to learn. Leaders identify and address barriers to learning quickly. As a result, pupils with special educational needs and/or disabilities access the same curriculum as their peers. Teachers implement teaching strategies consistently well. However, a few pupils would benefit from more precise strategies to help them to overcome their specific barriers to learning.

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What it's like to be a pupil at this school

Pupils' behaviour is exemplary. Sixth-form students act as positive role models for younger pupils. Pupils engage well in the calm and purposeful lessons. Pupils feel safe. They treat each other with respect. Bullying and discriminatory behaviour are rare. Pupils are positive about the high-quality support that they receive. They know that if they need help, they will get it.

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What it's like to be a pupil at this school

Pupils participate in a wide range of well-planned activities to broaden their experiences and to prepare them well for life after school. Pupils enjoy the 'CORE' (character, opportunity, resilience and excellence) curriculum days, when they learn about issues that will impact on their life after school. Pupils relish being part of the school, and they embrace their role in improving the lives of others in the locality and beyond. For example, all pupils in the school take part in an annual 5-kilometre race to raise money for cancer research in memory of a former pupil. The sense of community is obvious.

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Next steps

Leaders should continue to refine teaching, including approaches to assessment, so that all pupils can continue to deepen their knowledge and understanding as they move through the curriculum.

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Team inspectors:

Russell Hinton, Ofsted Inspector Peter Bassett, Ofsted Inspector Philip Lloyd, Ofsted Inspector Paul Halcro, His Majesty's Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place. Leaders should make sure that barriers to pupils’ learning and/or wellbeing are identified precisely enough so that teachers can use this information to inform their teaching more effectively.

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About this inspection

The school is part of the Ormiston Academy Trust, which means that other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Tom Rees, and overseen by a board of trustees, chaired by Dr Julius Weinberg.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by HIs Majesty's Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the CEO of the trust, the principal and other leaders from the school and from the trust. An inspector spoke with the chair of trustees.

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About this inspection

Inspectors confirmed the following information about the school:

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About this inspection

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.

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About this inspection

The school makes use of 4 alternative provisions, including one that is unregistered.

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About this inspection

Principal: Daniel Mason This data is from 21 April 2026

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

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national average

2024/25 (revised) 38.3% 45.4% Close to average

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Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2024/25 (revised) 42.0 46.0 Close to average

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national average

2022/23 (final) 42.9 46.3 Close to average

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Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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national average

2022/23 (final) -0.19 -0.03 Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

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national average

2023/24 (final) 17.5% 25.8% Close to average

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national average

2022/23 (final) 22.8% 25.2% Close to average

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2024/25 (revised) 39.4 34.9 Close to average

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national average

2023/24 (final) 33.3 34.6 Close to average

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national average

2022/23 (final) 38.9 35.0 Close to average

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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national average

2023/24 (final) -0.76 -0.57 Close to average

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national average

2022/23 (final) -0.36 -0.57 Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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A-level average point score

The average points that students achieved per A-level entry.

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national average

2022/23 (final) 37.04 34.16 Close to average

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A-level value added

A score showing students’ progress between the end of key stage 4 and the end of their academic qualification studies.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (2 term) 8.6% 8.1% Close to average

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national average

2023/24 (3 term) 10.2% 8.9% Close to average

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national average

2022/23 (3 term) 9.9% 9.0% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2024/25 (2 term) 23.6% 21.9% Close to average

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national average

2023/24 (3 term) 27.9% 25.6% Close to average

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national average

2022/23 (3 term) 27.7% 26.5% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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