Birches Head Academy

Birches Head Academy

Address: Birches Head Road, Hanley, Stoke-on-Trent, Staffordshire, ST2 8DD Unique reference number (URN): 148220

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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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Achievement Needs attention

Pupils' achievement in public examinations has been very low. Many pupils did not achieve the qualifications needed for their next steps in education, employment or training. Outcomes in 2025 showed some areas of improvement, but this was not the case for some disadvantaged pupils and those with special educational needs and/or disabilities (SEND).

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Achievement Needs attention

The changes made to the curriculum have made a difference to how much current pupils know and remember. While there is variation in the quality of pupils’ work in books and how well they can talk about their learning, leaders know this and are actively addressing these issues. Disadvantaged pupils and those with SEND usually learn well. Pupils new to speaking English as an additional language make rapid progress from their starting points.

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Achievement Needs attention

The school’s strategy to securing pupils’ literacy, numeracy and communication skills is clear but some of it has only recently been introduced. It is already making a real difference to those pupils who need support in becoming confident, fluent readers.

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Attendance and behaviour Needs attention

There has been a sustained focus on improving attendance, with steady progress being made year on year. Overall attendance is closer to the national average but needs to improve further. Persistent absence is reducing but still high, especially for pupils with special educational needs and/or disabilities (SEND). Leaders are taking a thoughtful approach to working with families and pupils to improve the attendance of pupils with SEND. Leaders and staff know their pupils well. They monitor attendance and behaviour rigorously, identifying patterns and putting support in place to remove barriers that pupils may face.

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Attendance and behaviour Needs attention

Behaviour at the school has improved significantly over the last 2 years. The number of suspensions and repeat suspensions is falling but needs to further decrease.

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Attendance and behaviour Needs attention

The school is a calm and orderly environment. Leaders have introduced clear systems that are usually implemented consistently by staff. Work to address the bullying concerns identified in the previous graded inspection has been successful. Pupils talk about how bullying has reduced and, if it does happen, is dealt with appropriately. However, there are some pupils who do not meet the school’s expectations of speaking to each other with kindness and respect. They make inappropriate comments to fellow pupils and appear to be unaware of the impact on their peers of what they say and do. Leaders are in the early days of addressing this issue but understand how important it is that all pupils feel valued and respected.

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Curriculum and teaching Needs attention

Leaders have a clear vision for what teaching and learning should look like. They have made changes to the curriculum to make sure that learning can build over time. To improve lessons, leaders rightly started by improving pupils' behaviour in the classroom. They have then identified the strategies staff should use to deliver the curriculum. This includes modelling thinking and writing, checking how much pupils have understood, asking effective questions and developing pupils’ oracy skills. Staff have received training on these strategies. However, much of this work has only started in the last year and so these approaches are not yet embedded. They are not used to a consistent standard between and within subjects. Some staff are more confident in how to use and adapt them as a lesson progresses. Sometimes, misconceptions or gaps in pupils' knowledge are missed. Some activities do not help pupils to deepen their learning or apply their thinking more

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Curriculum and teaching Needs attention

independently. Not all staff have the expertise to adapt learning effectively for pupils with special educational needs and/or disabilities. They do not always apply these strategies in a way that helps these pupils achieve success in their learning.

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Curriculum and teaching Needs attention

Leaders have an accurate understanding of what needs to improve in classroom practice across the school.

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Inclusion Needs attention

Leaders across the school place a high emphasis on inclusion. They ensure that pupils with special educational needs and/or disabilities, disadvantaged pupils, those known or previously known to social care, those who join the school at different times and pupils who are new to the country are thought about in all decision-making. There is growing evidence that additional funding is improving attendance and outcomes for disadvantaged pupils, but more improvement is needed.

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Inclusion Needs attention

There are effective systems in place to identify pupils’ needs, including for those who start during the school year or need support learning English. There have been some useful changes made to how staff know what pupils’ needs are and how they should adapt learning to help these pupils be successful. As this work is still in the early stages of implementation and monitoring, there is some variation in how well these strategies are used by staff.

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Inclusion Needs attention

Leaders ensure that pupils known to social care receive the support they need through working proactively with the local authority. They make appropriate use of alternative provision and have systems in place to check that this provision is working in the best interests of the pupils concerned.

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Leadership and governance Needs attention

There have been key changes in both school leadership and governance since the previous graded inspection, including a new principal and vice principal, who started 2 years ago. Leaders at all levels work with pupils’ best interests at heart. Trust and local governance are robust and support school improvement well. All are committed to making Birches Head Academy the best school it can be and one where pupils flourish.

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Leadership and governance Needs attention

Leaders have developed a more accurate understanding of the school’s strengths and the areas that still need improvement. As a result, their actions and improvement priorities are increasingly more refined and precise. Leaders’ ongoing school improvement work has resulted in positive changes in many areas over the last 2 years. They have strengthened how they monitor the impact of their actions to ensure that things are working as intended. However, leaders know that more time is needed before they can be confident that the impact of their work will sustain in the longer term.

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Leadership and governance Needs attention

Staff feel well supported by leaders. They know that their wellbeing and workload are taken into account. Through the school and trust, staff at all stages of their careers benefit from a well-designed professional development programme.

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Leadership and governance Needs attention

Leaders are committed to strengthening relationships with parents and carers, the community and partners such as the local authority. Parents comment on how much the school has improved and the strength of school leaders. The school is much more proactive in its work with the local authority as leaders know the positive benefits this brings for pupils, especially those who are vulnerable.

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Personal development and wellbeing Needs attention

Leaders have put together the ‘be more’ programme, which supports pupils’ wider personal, social and cultural development. The range of extra-curricular activities has been expanded to meet the needs and interests of more pupils. There are more opportunities for pupils to take on leadership responsibilities within the school, for example as 'be kind' and 'be more' pupil leaders, sports leaders and library ambassadors. This has contributed to a greater sense of belonging for pupils. Through careful monitoring, leaders make sure that all pupils, including those who are disadvantaged and those with special educational needs and/or disabilities are fully included and represented.

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Personal development and wellbeing Needs attention

Leaders have reviewed the personal, social, health and education (PSHE) curriculum and its delivery as they identified that pupils were not developing the depth of knowledge they need around important topics. Pupils appreciate the changes, including more opportunities for discussion, and feel that lessons have more value than before. However, more time is needed before pupils have a secure understanding of the PSHE curriculum, including what it means to be a positive member of modern British society. The school uses some of the ‘academic review’ sessions to respond to any current issues within the community but does not always pick up on the concerns or topics that pupils feel are most pressing for them.

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Personal development and wellbeing Needs attention

Leaders acknowledge that there is more to be done to improve careers education. The programme encourages pupils to have high aspirations for the future, but many pupils are not clear on the choices they need to make in order to realise their ambitions.

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Personal development and wellbeing Needs attention

The school’s pastoral system is a strength. Pastoral, safeguarding and inclusion staff work together well, resulting in a comprehensive understanding of pupils’ needs and possible barriers to their learning and/or wellbeing. When there are any safeguarding concerns around a pupil, the team acts swiftly to ensure that pupils receive the support they need.

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

Pupils, staff, parents and carers talk about how much the school has improved over the last couple of years. They can see that leaders’ actions are making day-to-day life in school better. Pupils feel safe and cared for. There is a confidence that if any bullying happens, it will be dealt with effectively.

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

Pupils understand what is expected of their behaviour. They appreciate the clear systems, such as the morning ‘line up’, that help them to meet these expectations. Most lessons are disruption-free. Social times are calm. Pupils value the rewards they achieve for making the right choices. However, there are some pupils who have not fully bought into the school’s ‘be kind’ culture. Their attitudes towards some of their peers are disrespectful. The comments they make mean that some pupils do not feel valued by everyone in school.

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

Pupils who arrive during the year, including those new to the country, are welcomed and settle in well. Support is given to all pupils who face barriers to their learning and/or wellbeing. This has begun to make a difference to how well these pupils attend and behave in school.

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

Most pupils want to be successful learners. When teaching is effective and builds carefully on what pupils have learned before, they achieve well. However, the curriculum is not always delivered in a way that helps pupils to engage with their learning or close knowledge gaps they may have. Consequently, pupils’ achievement varies between subjects and lessons. More pupils are gaining the qualifications needed for their next steps in education, employment or training than in previous years.

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

The school’s ‘be more’ curriculum helps pupils develop the skills and personal qualities that will help them to lead a ‘choice-filled life’. Pupils talk positively about how the range of extra- curricular activities has increased and the different leadership roles they can take on within the school. They like being able to discuss real-life scenarios in their personal, social and health education lessons.

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Next steps

Leaders should ensure that their existing priorities and actions become embedded and continue to show improvement in raising examination outcomes, reducing the number of suspensions and reducing persistent absence for pupils who face barriers to their learning and/or wellbeing. Leaders should ensure that all staff develop the expertise to deliver the curriculum effectively so that pupils secure the key learning and depth of knowledge they need for future success. This includes staff making appropriate adaptations to learning during lessons. Leaders should ensure that all pupils understand the importance of treating each other with respect and the impact of their language and attitudes on each other.

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About this inspection

This school is part of Frank Field Education Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer

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Team inspectors:

Martin Spoor, Ofsted Inspector Peter Bassett, Ofsted Inspector Clare Turner, Ofsted 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. (CEO), Tom Quinn, and overseen by a board of trustees, chaired by David Wooff.

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Facts and figures used on inspection

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

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Facts and figures used on 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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Facts and figures used on inspection

Inspection activities: Inspectors spoke with the principal, the vice principals, other leaders and staff at the school. Inspectors also met with trust leaders and those responsible for governance, including the CEO and the deputy CEO, and the chair of the trust board and local governing committee.

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Facts and figures used on inspection

Inspectors visited lessons. They looked at pupils’ work. They spoke with pupils at different times across the school day and observed behaviour in lessons and around the school site.

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Facts and figures used on 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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Facts and figures used on inspection

In accordance with section 13(5) of the Education Act 2005, His Majesty’s Chief Inspector is of the opinion that the school no longer requires significant improvement.

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Facts and figures used on inspection

The inspectors confirmed the following information about the school:

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Facts and figures used on inspection

The principal and one vice principal took up their roles in 2024. The chair of the trust board has changed since the previous graded inspection.

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Facts and figures used on inspection

The school currently uses 6 registered providers of alternative provision.

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Facts and figures used on inspection

Principal: Paul Masher This data is from 23 June 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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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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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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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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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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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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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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Persistent absence

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

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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

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