Mansfield Green E-ACT Academy

Mansfield Green E-ACT Academy

Address: Albert Road, Aston, Birmingham, West Midlands, B6 5NH Unique reference number (URN): 138998

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Attendance and behaviour Strong standard

Leaders have achieved substantial improvements in attendance through a strategic and individualised approach that places positive relationships with families at its centre. They identify barriers to attendance at an early stage, carefully review attendance data and work collaboratively with parents to promote regular attendance. Through this focused work, persistent absence has fallen significantly and overall attendance has improved over time. Leaders and staff demonstrate a clear commitment to ensuring that every pupil attends regularly and feels supported. Bespoke approaches including breakfast club access, uniform support and working with external agencies help remove barriers and improve attendance. As a result, pupils feel supported and keen to come to school.

p.2

Attendance and behaviour Strong standard

Behaviour throughout the school is orderly, respectful and positive. Leaders have established clear expectations and routines that are understood by pupils and applied consistently by staff. This creates a calm environment where pupils settle quickly, and learning can take place without interruption. Behaviour records are reviewed regularly allowing leaders to identify trends and provide appropriate support where required. Low- level disruption is uncommon. Pupils approach learning positively. Staff manage behaviour fairly and sensitively including for pupils who require additional support. Pupils feel safe and trust adults to respond effectively to any concerns.

p.2

Leadership and governance Strong standard

Leaders consistently communicate an ambitious vision. They ensure that decisions are made with pupils’ best interests at the centre, particularly the most vulnerable pupils. Leaders have designed a curriculum that encourages pupils to achieve well from their starting points. They have established high expectations for regular attendance and behaviour. Leaders use detailed and rigorous analysis of school performance to evaluate the impact of their work and accurately identify areas for improvement. Since the previous inspection, leaders have rapidly and notably improved each aspect of the school's work.

p.2

Leadership and governance Strong standard

Staff receive high quality and responsive professional learning and support to develop their knowledge and skills. They are encouraged to promote positive behaviour expectations and a shared responsibility for pupils’ attendance. Through the trust, staff benefit from access to research, collaboration and effective practice that supports continual improvement.

p.2

Leadership and governance Strong standard

Trustees and leaders ensure that the school's vision is clearly understood by staff and pupils. Trustees fulfil their responsibilities effectively and have a clear understanding of the school's context. Trustees consistently support and challenge each aspect of the school’s work. They give careful consideration to staff workload and well-being when making decisions. As a result, staff feel supported and valued.

p.2

Personal development and wellbeing Strong standard

There are extensive opportunities for pupils to develop their knowledge, skills and understanding through the personal development programme. The programme is carefully

p.2

Expected standard

planned and adapted to reflect the context of the school and the needs of its pupils. Health education is delivered in an age-appropriate way helping pupils to develop an understanding of personal safety and wellbeing, for example. Leaders ensure that disadvantaged pupils receive tailored support and experiences that broaden their horizons and encourage ambition for the future. Pupils’ knowledge of the personal development programme is detailed and secure.

p.3

Expected standard

Pupils demonstrate a clear appreciation of diversity, equality and fairness. They listen respectfully to different viewpoints and show consideration for the beliefs, experiences and backgrounds of others. Pupils understand the importance of maintaining healthy lifestyles and know how to access support when they have concerns about their physical or emotional wellbeing.

p.3

Expected standard

Pupils have many varied opportunities to take on a responsibility such as head boy, head girl, school councillor and prefect. They highly value these roles and enjoy making a positive impact in their school community.

p.3

Expected standard

Pupils are encouraged to pursue their interests through a variety of extra-curricular activities including sports, art and music. Leaders work closely with families to encourage participation and ensure that pupils benefit from these opportunities. Pupils also take part in performances such as drama productions. The curriculum is carefully enriched to make sure that pupils have opportunities to extend their learning. This opens pupils' eyes to the wider world around them and helps to build a sense of ambition.

p.3

Expected standard

Pastoral support plays an important role in promoting pupils' wellbeing. Staff know pupils as well and provide tailored guidance, support and nurturing opportunities.

p.3

Expected standard

Careers education raises aspirations and introduces pupils to future possibilities. This helps pupils to understand the relevance of education to future employment.

p.3

Achievement Expected standard

Most pupils achieve successfully from their individual starting points. While attainment and progress in some subjects are not yet in line with national averages this is influenced by historic low outcomes and pupils' varied starting points. Leaders remain focused on improving outcomes.

p.3

Achievement Expected standard

Leaders place a clear emphasis on securing pupils’ foundational knowledge in reading writing and mathematics. Through carefully planned teaching and targeted support most pupils develop the essential knowledge and skills they need. Staff identify gaps in learning and provide appropriate support so that these gaps diminish over time. This means that pupils are able to build on previous learning with increasing confidence.

p.3

Achievement Expected standard

Pupils with special educational needs and/or disabilities, disadvantaged pupils, those known or previously known to social care and those with English as an additional language make appropriate progress from their individual starting points. Most develop appropriate knowledge and skills across the curriculum as a result of targeted support.

p.3

Achievement Expected standard

Overall, most pupils are prepared for the next stage of their education. They acquire the knowledge and skills intended within the curriculum and demonstrate learning that is appropriate for their age and stage. The work produced by pupils is generally of a suitable standard.

p.4

Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of the curriculum and teaching. They have implemented a new curriculum for each subject since the previous inspection. The curriculum is appropriately sequenced enabling pupils to build on prior learning and develop their knowledge over time. Leaders have identified that some elements of teaching require further development and have established plans to ensure that the whole curriculum is taught consistently effectively.

p.4

Curriculum and teaching Expected standard

Pupils who are at the early stages of learning to read benefit from daily phonics lessons. These sessions help pupils develop the knowledge and skills needed to become confident readers. Where pupils have not yet secured essential knowledge and skills in reading, writing or mathematics, additional support is provided to help them to keep up with their peers.

p.4

Curriculum and teaching Expected standard

Teaching is generally effective. Staff use assessment information to check pupils' learning and identify where further support is needed. However, the use of assessment to revisit learning that is not secure is not applied consistently by staff.

p.4

Curriculum and teaching Expected standard

Leaders ensure that staff receive appropriate professional learning to deliver the curriculum effectively, including training in adaptive teaching strategies. Staff use a range of appropriate strategies to successfully support pupils in accessing the whole curriculum.

p.4

Early years Expected standard

The early years curriculum is carefully designed. This helps staff plan activities that focus on the knowledge and skills children need to learn. Children benefit from a stimulating environment that promotes engagement in learning. Experiences are planned to develop important knowledge and skills over time. For example, children develop fine motor control through manipulating small objects. Children learn about different cultural celebrations. These experiences help children develop their understanding and prepares them well for future learning in Year 1.

p.4

Early years Expected standard

Communication and language development is a key focus for staff as children join the school. Staff possess the right knowledge to support children’s vocabulary acquisition through high-quality interactions and targeted speech and language support. Staff interact positively with children and use these opportunities to effectively support learning.

p.4

Early years Expected standard

Staff have high expectations and encourage children to achieve well across all areas of learning. Most children engage positively in activities and build secure knowledge as they move through the curriculum. Reading, writing and mathematics are prioritised, helping children to develop essential foundations in preparation for the next stage in their education. Staff work closely with parents to support smooth transitions as children join the school and as they move into Year 1.

p.4

Inclusion Expected standard

Leaders identify pupils’ needs at an early stage and respond quickly to ensure that appropriate support is in place. This includes disadvantaged pupils, pupils with special educational needs and/or disabilities, those who are known or previously known to social care and those who speak English as an additional language. Information is communicated effectively to relevant staff ensuring that support is co-ordinated and regularly reviewed to maintain its effectiveness.

p.5

Inclusion Expected standard

Leaders are ambitious for vulnerable pupils and ensure that they have full access to a broad curriculum. Staff have a secure understanding of pupils' individual needs and use a range of adaptations and targeted approaches to support learning. These strategies help to remove barriers, promote engagement and enable pupils to participate successfully in learning. Leaders regularly evaluate the impact of provision and make changes where necessary. They draw on external advice when required to ensure that support is appropriately tailored to pupils' needs.

p.5

Inclusion Expected standard

Leaders have a clear understanding of the challenges faced by disadvantaged pupils. They use this knowledge to direct support effectively. Staff understand the school's strategy and contribute to its implementation. Extra support is regularly reviewed to ensure that it remains effective.

p.5

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

This is an inclusive school where everyone is welcomed. Pupils are made to feel that they matter and that their voice is heard. Recently, pupils have begun to achieve higher standards in reading, writing and mathematics. Gaps in pupils’ knowledge and understanding are closing swiftly. The youngest children get off to a good start.

p.5

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

Pupils enjoy coming to school regularly and feel safe here. They know that they can talk to staff about any worries they have and that staff will help to keep them safe.

p.5

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

Pupils behave incredibly well and show high levels of respect for others. They know the school’s rules and routines and follow these. Pupils engage in purposeful learning and get along well with their friends. During social times, pupils take part in fun activities and sports. Bullying is rare. When it does happen, staff act swiftly to make sure that it stops.

p.5

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

Vulnerable pupils with barriers to their learning and/or wellbeing are well supported by caring staff. Pastoral support is high-quality and pupils are confident to access support as needed.

p.5

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

Pupils can take part in a range of inclusive extra-curricular activities such as multi-sports, art and pastoral club. They have the opportunity to regularly work with a resident artist as part of an art club and curriculum enrichment to create sculptures and paintings linked to the curriculum. Pupils create high-quality work that they are proud to exhibit in the school's art gallery.

p.5

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

The curriculum is enriched through visits, such as to museums and places of historical significance carefully linked to the curriculum. For example, pupils have visited Shakespeare's birthplace to act as guides for other visitors as part of the English curriculum. Pupils have the opportunity to learn to play the violin. Older pupils have the opportunity to attend an outdoor education residential.

p.6

Next steps

Leaders should continue to implement their plans to ensure the new curriculum is taught consistently. Leaders should ensure that staff consistently implement adaptations to the curriculum so that all pupils are well prepared for their next steps. Leaders should ensure that staff consistently use assessment to precisely target support to close gaps in pupils’ knowledge and understanding as quickly as possible.

p.6

About this inspection

This school is part of E-ACT 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, Tom Campbell, and overseen by a board of trustees, chaired by Lord Jim Knight.

p.6

About this inspection

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

p.6

About this inspection

Following our updated inspection framework, all inspections are now led by His Majesty’s Inspectors (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

p.6

About this inspection

Inspectors spoke with school leaders including the headteacher, deputy headteacher, the special educational needs and/or disabilities coordinator and other leaders. They also spoke with representatives of the trust including the chair of the trust board, the national director of primary and a director of education.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The school currently uses no alternative provision.

p.6

Team inspectors:

Anna Vrahimi, His Majesty's Inspector Gemma Martin, Ofsted Inspector

p.7

Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

p.7

Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 7 July 2026

p.7

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.

p.7

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.

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

p.8

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.

p.8

What does this mean?

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

p.8

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.

p.8

What does this mean?

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

p.9

Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

p.9

average

2023/24 (final) 56% 61% Close to average

p.9

average

2022/23 (final) 53% 60% Close to average

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

p.9

average

2024/25 (final) 73% 72% Close to average

p.10

average

2022/23 (final) 73% 71% Close to average

p.10

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

average

2023/24 (final) 69% 73% Close to average

p.10

average

2022/23 (final) 66% 73% Close to average

p.10

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.

p.10

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

p.10

average

2024/25 (final) 42% 47% Close to average

p.10

national average

2023/24 (final) 48% 46% Close to average

p.11

national average

2022/23 (final) 54% 44% Close to average

p.11

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

p.11

average

2023/24 (final) 61% 62% Close to average

p.11

average

2022/23 (final) 59% 60% Close to average

p.11

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

p.11

average

2024/25 (final) 65% 59% Close to average

p.11

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

p.11

average

2023/24 (final) 58% 59% Close to average

p.12

average

2022/23 (final) 68% 59% Close to average

p.12

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.

p.12

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

p.13

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

p.13

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.

p.14

Persistent absence

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

p.14

national average

2024/25 (3 term) 14.0% 13.0% Close to average

p.14

Exceptional

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

p.14

Strong standard

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

p.14

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.

p.15

Needs attention

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

p.15

Urgent improvement

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

p.15

Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.15

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.15

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.15

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.15

Urgent improvement

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

p.15