Landau Forte Academy, Amington

Landau Forte Academy, Amington

Address: Woodland Road, Amington, Tamworth, Staffordshire, B77 4FF Unique reference number (URN): 136136

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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 Expected standard

Leaders have an accurate, well-informed understanding of pupils' attendance and the barriers some pupils face to regular attendance. They have employed effective strategies to ensure that pupils attend well. Pupils who need extra support to attend regularly get it. Leaders effectively communicate the importance of regular attendance through initiatives such as the 'I'm here' campaign. As a result, pupils understand the importance of high attendance. Pupils, including disadvantaged and those with special educational needs and/or disabilities, attend school well. The number of pupils who are regularly absent from school has reduced significantly.

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Attendance and behaviour Expected standard

Leaders have created a positive environment and have high expectations for pupils' conduct. They use the school's values and regular rewards effectively to reinforce these expectations. Furthermore, they have established clear systems for addressing behaviour issues that pupils understand. Staff use these effectively and fairly. As a result, the school is calm and orderly. In lessons, most pupils have positive attitudes to learning. Bullying is not an issue. If it does happen, staff deal with it effectively. Any form of discrimination is not tolerated. Pupils are respectful to each other and staff. At unstructured times, pupils socialise well together.

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Curriculum and teaching Expected standard

Leaders have developed an ambitious and broad curriculum. It is logically sequenced and sets out what pupils should learn and when. Leaders have set out how they expect staff to deliver the curriculum. Generally, they do this well. Teachers know their subjects well. Most explain new learning clearly and check pupils' understanding effectively, so misconceptions and gaps in learning can be addressed. They provide opportunities for pupils to revisit prior learning. Typically, teachers adapt their teaching approaches for pupils with special educational needs and/or disabilities to help them access the curriculum. However, teaching in some subjects is not of a consistently high quality.

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Curriculum and teaching Expected standard

Teachers explain new vocabulary to pupils to help them develop their understanding of subject terminology. Leaders have ensured that there are regular opportunities for pupils to develop the important knowledge they need in reading, writing and number facts. For example, in tutor time, pupils do numeracy, literacy and reading activities. Some pupils receive additional support in handwriting and mathematics and are taught in smaller groups so that gaps in knowledge can be resolved. Those at the early stages of reading get regular help. This is helping them to improve their reading skills and knowledge.

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Inclusion Expected standard

Leaders have created an inclusive school where staff understand the barriers to learning that pupils have. They accurately and swiftly identify these barriers to learning and wellbeing that pupils with special educational needs and/or disabilities (SEND) face. They work well with parents, carers and the primary schools that pupils come from to ensure that they have an accurate understanding of these pupils' needs. The school provides staff with clear information about pupils' needs. Staff have also received training in strategies they can use to address barriers to learning faced by pupils with SEND. Generally, teaching meets the needs of these pupils, enabling them to access the curriculum.

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Inclusion Expected standard

The school uses the additional funding it receives for disadvantaged pupils effectively. They attend school well and develop a sense of belonging. Leaders ensure that disadvantaged pupils get targeted academic support if needed. Disadvantaged pupils' achievement is improving. They are also well supported in accessing the school's extra-curricular opportunities. The school effectively supports pupils who are known to social care. Leaders ensure they provide the additional support they need to address gaps in learning.

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Inclusion Expected standard

Alternative provision is used appropriately and only when it will help meet pupils' needs.

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Leadership and governance Expected standard

Leaders provide a clear direction for the school. They are committed to providing the best possible education for pupils and are guided by a strong moral purpose. The school is well led and managed. Leaders have an accurate understanding of the school's strengths and areas for improvement. They have taken effective action to improve behaviour, attendance and the curriculum and teaching. They know that pupils' achievement needs to improve and are taking timely action to do so. However, the impact is not yet evident in published outcomes.

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Leadership and governance Expected standard

Those responsible for governance ensure they are well informed about the quality of the school's provision. They have appropriate knowledge and skills. As a result, they effectively challenge and support leaders. They carry out their statutory duties well. Trust leaders similarly provide effective support to the school. They ensure that school leaders are well supported and able to learn from other experts within the trust.

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Leadership and governance Expected standard

Staff are proud to work at the school. They have confidence in leaders and the direction of the school. They feel well supported with their workload and wellbeing. They receive effective professional learning opportunities which help them improve how they carry out their roles. Teachers at the early stages of their careers get effective support and training.

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Leadership and governance Expected standard

Most parents and carers are positive about the school's work. The school engages well with parents and ensures it listens to their views.

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Personal development and wellbeing Expected standard

Leaders have developed a well-thought-out programme for pupils' personal development that is well-tailored to pupils' needs and the local context. Pupils learn about important issues such as healthy relationships, consent, online safety and knife crime. They learn about right from wrong and the importance of making positive life choices. Pupils are developing their understanding of fundamental British values and equality. The school provides meaningful opportunities to learn about democracy and voting through mock elections and student leadership roles. In tutor time, they discuss current affairs. They learn about different religions and cultural diversity in modern Britain. The impact of the school's work is evident in how accepting and understanding pupils are of others who may be

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Needs attention

different from them. Disadvantaged pupils and those with special educational needs and/or disabilities benefit fully from the personal development programme.

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Needs attention

Pupils get effective pastoral support that meets their needs. They know who to go to when they have any worries. The school effectively promotes pupils' wellbeing through activities such as celebrating 'Mental Health Awareness Week'. Pupils are signposted to where they can go for support in school and in the community.

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Needs attention

The school provides many opportunities for pupils to learn how to contribute positively to society. Pupils offer sensible, positive ideas for improving the school, as they know leaders will listen to them and take action. Pupils take on roles in the student parliament, and some are house and deputy house captains. They enjoy organising activities to fundraise for different charities.

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Needs attention

The school's careers programme prepares pupils well for their next steps. Pupils learn about team-building and communication skills. They learn about careers in tutor time and in dedicated careers 'drop-down' days; they also go on trips to universities. Pupils do work experience and receive independent careers advice and guidance.

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Achievement Needs attention

Some pupils do not achieve as well as they should. This is reflected in their outcomes in national examinations over time. Disadvantaged pupils' achievement has improved and was close to the national average in 2025 across a range of subjects. Typically, pupils with special educational needs and/or disabilities (SEND) make secure progress from their starting points.

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Achievement Needs attention

Teaching has improved and is addressing gaps in the essential knowledge that pupils need in reading, writing and number facts. However, it is yet to have a notable impact. Some pupils do not produce accurate work that demonstrates a secure understanding of the curriculum. This includes disadvantaged pupils and those with SEND. Some pupils do not develop their writing accuracy or fluency as well as they should. This is not always addressed effectively by teaching. As a result, the quality of the work that some pupils produce is not improving. Typically, pupils are well prepared for their next steps.

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

Pupils enjoy learning at this caring and inclusive school. They understand the school values of being 'ambitious, brave and kind'. They say these help them to understand how they should behave and learn. Pupils are safe at school and know they have many supportive staff members they can talk to if they have any worries. Pupils quickly develop a sense of belonging to the school community as they know staff listen to them and act in their best interests. Typically, teachers deliver the curriculum well and address barriers to learning that pupils with special educational needs and/or disabilities have. Most pupils progress well through the curriculum. However, some pupils do not develop the essential knowledge and skills needed to write accurately and produce work of acceptable quality. While outcomes in national examinations improved in 2025, pupils still do not achieve as well as they should. Leaders are aware of this and are taking appropriate actions to improve outcomes.

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

Pupils behave well in lessons and during break and lunchtimes. There are positive and respectful relationships between staff and pupils. Bullying is not common, and if any issues do happen, they are dealt with effectively. Most pupils attend school regularly and are punctual for lessons.

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

Pupils have a range of well-thought-out extra-curricular opportunities that develop their talents and interests. For example, pupils enjoy attending sports clubs such as badminton, netball and basketball. Pupils also attend other activities, such as creative writing, the history club and the games club. Many pupils are proud to take part in the leadership opportunities the school provides. Pupils take part in the student parliament, and some are house captains. They enjoy these roles and are very active in them as they know they can make a positive contribution to the school.

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Next steps

Leaders should ensure that all pupils develop the important knowledge they need in reading, writing and spelling so they produce high-quality, and accurate work across the curriculum. Leaders should ensure that the curriculum is taught consistently well across all subjects so that pupils progress and achieve well.

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About this inspection

This school is part of Landau Forte Charitable Trust , which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Sarah Findlay-Cobb, and overseen by a board of trustees, chaired by Peter Cox.

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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 (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMI.

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About this inspection

Inspectors spoke with the principal, other senior leaders, trust leaders and those responsible for governance.

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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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Team inspectors:

Sultanat Yunus, Ofsted Inspector Deborah James, Ofsted Inspector Sarah Malam, Ofsted Inspector Trudi Young, 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.

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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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960

Below average The inspectors confirmed the following information about the school:

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960

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

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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

2022/23 (final) 39.4% 45.3% 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

2022/23 (final) 42.0 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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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

2024/25 (final) 17.5% 25.8% Close to average

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national average

2022/23 (final) 22.2% 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 (final) 33.0 34.9 Close to average

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national average

2022/23 (final) 35.4 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

2022/23 (final) -0.73 -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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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 (3 term) 8.4% 8.4% Close to average

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national average

2023/24 (3 term) 9.6% 8.9% Close to average

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national average

2022/23 (3 term) 8.4% 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 (3 term) 24.4% 23.4% Close to average

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national average

2023/24 (3 term) 29.2% 25.6% Close to average

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national average

2022/23 (3 term) 26.0% 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. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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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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