Other · Ofsted report

TJY Academy

Inspected — · URN 152483

Original PDF ↗

Summary

No overall grade in this framework

Corinne Biddell

What we read, and from where

Click a reading to see it highlighted in the report.

Inspectors verified
Corinne Biddell
Postcode verified
B23 6QR
Name on report verified
TJY Academy
URN verified
152483

Page 1 of 10

Deep dive

What this report says

In plain English

Join free to get a short, plain-English summary of any report.

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+56Positivemore positive than 55% of reports of this type

In line with other reports of this type.

Praiseindependentclearsecureeffectivelyconsistentlyclearlyambitioushigh-quality

Criticismat riskconcernsconcerningharmabsence

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsLeadershipSafeguardingAbout the inspection positive critical

Findings1833w+55
Leadership281w+86
Safeguarding161w−10

Strengths

Quoted from the report. Tap to see it on the page.

Concerns

Quoted from the report. Tap to see it on the page.

The safeguarding policy sets out how the school will support pupils at risk of harm to get the help that they need. p.4

Next steps

Quoted from the report. Tap to see it on the page.

What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 10
Words of findings: 2,275; longer than usual (typical 1049)
Reading level: Hard; Flesch 47, typical 45
Average sentence: 17 words
Next steps: 5; typical 5
Hedged sentences: 1%; “some”, “not always”, “most”…

Where the words go

Findings 69%Leadership 11%Safeguarding 6%About the inspection 14%

Full report text

TJY Academy, 16 July 2026 1 TJY Academy Friendship Hall, Sutton New Road, Birmingham B23 6QR

p.1

report:

Overall outcome The school is likely to meet all the independent school standards if it is registered

p.1

report:

The purpose of this inspection was to advise the Secretary of State for Education about the proposed school's likely compliance with the independent school standards and associated requirements that are required for registration as an independent school.

p.1

Part 8. Quality of leadership in and management of schools

When we carry out pre-registration inspections of proposed independent schools, we report on the provider's likely compliance with part 8 of the independent school standards first. Under part 8, the proprietor is required to ensure that the school meets all of the independent school standards consistently. The standard in part 8 is intended to ensure that the quality of leadership and management at the school is sufficient for that purpose.

p.1

Part 8. Quality of leadership in and management of schools

The proprietor has established a clear and coherent vision for the proposed school. This focuses on providing a positive and consistent school experience for pupils who have previously struggled to access mainstream education, including those who are living in care or who have been excluded from other schools. This vision is reflected across policies, curriculum and pastoral arrangements. The proprietor intends to make sure pupils access learning matched to their education, health and care (EHC) plans and individual needs, as well as working towards ambitious endpoints for successful independent living and careers. The proprietor has already recruited some suitably experienced staff. Systems, roles and responsibilities are clearly defined.

p.1

Part 8. Quality of leadership in and management of schools

The proprietor and staff demonstrate a secure understanding of the independent school standards (the standards). Their range of skills and expertise will ensure that leaders have secure oversight of the school’s effectiveness. They have well- TJY Academy, 16 July 2026 2 planned monitoring systems and evaluation processes. The board of governors includes independent members who will offer challenge and objective scrutiny. These arrangements indicate that the proprietor will check that systems are implemented effectively and that the standards are met consistently.

p.1

Part 8. Quality of leadership in and management of schools

The school is likely to meet the standards in this part if the Department for Education (DfE) decides to register the school.

p.2

Curriculum

Leaders have considered the needs of pupils they intend to cater for when drawing up plans for the curriculum. They have taken into account potential pupils’ starting points, aptitudes and ages, including their possible EHC plan targets. The proposed school’s curriculum policy is clear and sets out how the broad range of subjects will be organised and taught. Leaders intend to offer a variety of formal and vocational qualifications for the pupils in key stage 4. The accreditations offered will be linked to each pupil’s ability, career pathways and aspirations.

p.2

Curriculum

Pupils will be taught foundational speaking, listening, literacy and numeracy skills through the curriculum and through additional interventions. Leaders have selected an appropriate phonics scheme for those who are at an earlier stage of learning to read.

p.2

Curriculum

Leaders have planned a curriculum for pupils’ personal, social, health and economic education. If delivered as intended, it will prepare pupils well for their next steps and life in modern Britain.

p.2

Curriculum

The school’s intended content for relationships and sex education (RSE) meets the guidance from the Department for Education. Leaders plan to share the RSE policy with parents and carers when the school opens.

p.2

Curriculum

Leaders have thought about how to offer appropriate and impartial careers education from Year 7, including using external careers specialists. The proposed school will offer all pupils opportunities to experience the world of work that reflect their ambitions.

p.2

Teaching

The school intends to recruit staff with the expertise and understanding to deliver the curriculum effectively. Leaders will provide staff with high-quality resources and relevant training. Pupils will experience a bespoke timetable based on their needs, age and individual ambitions and abilities. The proposed school has a TJY Academy, 16 July 2026 3 planned system to evaluate the quality of teaching to ensure pupils are learning well. For example, leaders will check how well teachers adapt the curriculum in line with pupils’ individual learning plans.

p.2

Assessment

Leaders have designed an approach to assessment that will enable teachers to make regular checks on how well pupils are learning the curriculum. Teachers will use this information to identify what pupils need to learn next. Staff will also carry out appropriate formal assessments of pupils’ knowledge and understanding each term.

p.3

Assessment

The school is likely to meet the standards in this part if the DfE decides to register the school.

p.3

pupils

Pupils’ spiritual, moral, social and cultural (SMSC) development is a thread that runs through the whole curriculum of this proposed provision. Leaders place great emphasis on promoting pupils’ SMSC development because they recognise that, for some pupils, their next steps include leaving the care system and living independently. As a result, the proposed school’s personal development curriculum will emphasise life skills and preparation for adulthood.

p.3

pupils

Pupils will use the diversity of the local area, and trips further afield, to learn about different lifestyles and how to respect differences, including in relation to the protected characteristics. There is a planned calendar of events, celebrations and activities to provide meaningful experiences to deepen pupils’ awareness and understanding. For example, pupils will celebrate events such as Pride Month and Refugee Week. These opportunities will enable pupils to discuss local and national issues. Leaders intend that pupils gain confidence in expressing their views based on an awareness of right and wrong. Pupils will be encouraged to put into practice the values that are fundamental to living in modern Britain.

p.3

pupils

Leaders intend to invite carefully chosen visiting speakers into the school to enhance the curriculum. Leaders understand that visitors must not promote any partisan political or extremist views in any aspect of their work with pupils.

p.3

pupils

The school is likely to meet the standards in this part if the DfE decides to register the school.

p.3

Safeguarding

Leaders have provided a clear safeguarding policy, which is on the website. This includes all up-to-date statutory information. Leaders have a secure understanding of the types of risks their pupils may face and intend to teach pupils how to manage these risks once admitted. The safeguarding policy sets out how the school will support pupils at risk of harm to get the help that they need. It explains how pupils will learn to keep safe in the real world and online through computing lessons and the wider curriculum. Leaders have a secure understanding of their safeguarding duties. They have completed appropriate designated safeguarding lead training. This means they understand how to manage safeguarding effectively. Leaders intend to deliver safeguarding training to all staff, both as part of their induction and through ongoing discussion and regular updates. The proprietor will regularly review the proposed school’s safeguarding work to ensure staff respond quickly to concerns

p.4

Safeguarding

and that safeguarding records are thorough and accurate.

p.4

Behaviour, anti-bullying and supervision of pupils

The proposed school’s behaviour and anti-bullying policies are appropriate and simply written so that pupils, parents and staff are aware of the school’s expectations. Routines and procedures are explained clearly, and each classroom has a list of behaviour expectations on the wall. The anti-bullying policy sets out how leaders and staff will address any allegations of bullying, including supporting both victim and perpetrator.

p.4

Behaviour, anti-bullying and supervision of pupils

The proprietor will use the considerable expertise within the company to deliver training for staff on how to manage pupils’ behaviour. The proposed school has appropriate systems in place to log and record all incidents of behaviour and bullying. These records, if completed as intended, will enable leaders to spot patterns and trends in behaviour and address these promptly.

p.4

Behaviour, anti-bullying and supervision of pupils

Leaders have ensured there will be appropriate supervision of pupils through suitable staffing numbers and have considered this when creating a timetable for the school day.

p.4

Health and safety, fire and first aid

The proprietor has put in place a range of suitable policies to ensure pupils’ health and safety. These policies comply with statutory guidance. To check these policies are implemented as intended, leaders have created a schedule of compliance checks and a system for recording these. The proprietor will maintain oversight of these records, and the overall health and safety of the building, staff and pupils. TJY Academy, 16 July 2026 5 An external professional has completed recent checks to ensure the building is compliant with the Regulatory Reform (Fire Safety) Order 2005. The building is fitted with a suitable alarm system and fire doors. An appropriate fire safety and evacuation policy is in place.

p.4

Health and safety, fire and first aid

Leaders have a well-considered first aid policy that includes processes for administering first aid, training, and maintaining first aid supplies. The proprietor will ensure that sufficient members of staff have appropriate first aid training. Leaders have an accident book to record accidents in line with the school’s policy.

p.5

Admissions and attendance

The proposed school’s attendance policy sets out how attendance will be monitored and recorded. Leaders have designed a suitable system to ensure that pupils’ absence is identified and addressed promptly. This is likely to ensure accurate recording of pupils’ attendance and enable leaders to identify and address any concerning absence patterns or trends.

p.5

Admissions and attendance

Leaders have set up a template for the proposed school’s admissions register. This contains all the required information and will be kept electronically.

p.5

Risk assessment

Leaders have produced a comprehensive risk assessment policy. They have produced suitable assessments to minimise any risks for the site. For example, they have produced risk assessments for the use of the sensory room and lunchtime supervision. They have predicted what the risks may be for the pupils they intend to admit to the school, and plan to produce detailed individual risk assessments if needed. Leaders know the latest statutory guidance relating to the use of restrictive interventions in school and how to record and report such incidents should they arise.

p.5

Risk assessment

The school is likely to meet the standards in this part if the DfE decides to register the school.

p.5

The recruitment checks made on staff, supply staff and the proprietor

The proposed school has clear systems to recruit staff who are safe to work with children. Leaders know how to ensure appropriate vetting checks take place on staff. These are carried out in line with the latest statutory guidance. Appropriate checks are carried out on the proprietor and staff working in the school. The TJY Academy, 16 July 2026 6 school does not intend to use supply staff, but knows the relevant procedures should this be required.

p.5

The single central record of these recruitment checks

The recruitment checks on staff are recorded on the proposed school’s single central record. This record meets the requirements for the information that it must contain, including the requirements which relate to checks on members of the proprietor body.

p.6

The single central record of these recruitment checks

The school is likely to meet the standards in this part if the DfE decides to register the school.

p.6