Oldbury Academy

Oldbury Academy

Address: Pound Road, Oldbury, West Midlands, B68 8NE Unique reference number (URN): 137701

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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 secured positive and significant improvements over time to pupil attendance. This is because leaders have a clear understanding of pupils' patterns of attendance. As a result, leaders understand and minimise any barriers that pupils might have, which prevent them from attending regularly. For example, pupils with special educational needs and/or disabilities (SEND) now attend more regularly thanks to leaders' actions. Pupils speak positively of the many approaches, which the school adopts to encourage regular attendance. These include rewards and trips.

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Attendance and behaviour Expected standard

Leaders have reviewed their approach to pupils' conduct to reinforce their high expectations. Pupils understand these expectations for them. Leaders put in place appropriate support for any pupils, who might need it to meet their expectations. In lessons, pupils typically behave well and try hard, although some pupils can need to be reminded of this. They behave well at social times. This means that the school is an orderly and safe community.

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Attendance and behaviour Expected standard

Pupils understand that difference is to be celebrated and that bullying is never acceptable. They are proud to be part of this school. Across the school, pupils enjoy warm and respectful relationships with adults.

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Inclusion Expected standard

There are significant numbers of pupils, who attend the school with barriers to their learning. This includes pupils who start the school at times other than the start of Year 7. Leaders assess these pupils' needs. This includes the needs of pupils with special educational needs and/or disabilities (SEND) and pupils who are at the early stages of learning English. They provide teachers with helpful information about how to adapt their learning activities to meet these pupils' needs. There are also a number of special intervention groups, which leaders provide to support pupils. This includes classes for pupils who are at the earliest stages of learning English. These interventions support these pupils well, and enable them to be ready to access the curriculum.

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Inclusion Expected standard

Leaders maintain high levels of oversight for pupils, who are known, or previously known, to social care. They ensure that these pupils have the support they need to thrive. Leaders use a small number of alternative provisions appropriately for a limited number of pupils.

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Inclusion Expected standard

Leaders are rightly proud of the work they do for the significant number of pupils who are disadvantaged. They regularly review their use of additional funding to ensure that it minimises barriers to achievement or participation for these pupils.

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Leadership and governance Expected standard

Leaders and adults at the school are deeply committed to its pupils and its wider community. They understand the challenges the pupils face and address these head-on. Staff are galvanised around the vision for improvement set by the new headteacher. They can see that leaders' work continues to have an impact on improving standards. This includes the work which leaders have undertaken to improve the provision for inclusion, the development of the new library and the developments to enrich pupils' vocabulary. Staff appreciate how leaders work with them on changes to the school, and how leaders consider their workload and wellbeing.

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Leadership and governance Expected standard

Leaders' work to improve teaching is beginning to have impact, as leaders link improvements in teaching to how well pupils learn. Staff appreciate and benefit from the opportunities, which leaders offer to develop their practice, and how they receive feedback.

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Leadership and governance Expected standard

Governors and trustees know the school well. They understand leaders' work to improve the school for its pupils. They offer appropriate support and challenge to leaders to help them to focus their efforts appropriately. Governors and trustees benefit from reviews by the trust to inform them about the progress of the school. This includes regular and detailed reviews of the school's provision for safeguarding.

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Leadership and governance Expected standard

Leaders consult and communicate regularly with parents. From the small number of parents who completed Ofsted's parentview survey, they appreciate how the school liaises with them. They speak highly of the energy and vision communicated by the new leadership team.

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Personal development and wellbeing Expected standard

Leaders have put in place a comprehensive curriculum for pupils' personal development. This includes the key learning which they need for their social development, to live healthy, safe and fulfilling lives and to appreciate the diversity of life in modern Britain. Pupils learn the key knowledge they need and leaders check this is understood across the school. This includes for pupils with special educational needs and/or disabilities (SEND). Leaders use this information to make adjustments to the curriculum to ensure that teaching addresses any gaps in pupils' knowledge. Pupils understand fully the importance of diversity in all its forms. They celebrate difference. They understand that there are significant numbers of adults for each year group who will support them if they need this.

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Personal development and wellbeing Expected standard

Leaders have put in place a significant offer of wider experiences. This includes an impressive number of clubs before school, after school and at lunchtimes. Pupils make good use of these. Leaders track which pupils take advantage of each opportunity and use this information to support groups of pupils to attend. This includes pupils who are disadvantaged, pupils with SEND and other pupils with barriers to their wellbeing or learning. Leaders are rightly proud of the uptake for the clubs they offer. Pupils speak especially highly of the school newspaper which they run, 'The Oldbury Owl'.

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Personal development and wellbeing Expected standard

Pupils benefit from a comprehensive programme to inform them about future careers or education. Leaders ensure that pupils experience a wide range of ambitious future destinations. These include places of employment, colleges and top universities. Leaders support pupils effectively to ensure they benefit from work experience. Leaders ensure that pupils with barriers to their learning or wellbeing, including pupils with SEND, are prioritised in the support they receive.

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Achievement Needs attention

Due to inconsistencies in how the school addresses this, there remain significant gaps in some pupils' knowledge of spelling, handwriting, language and communication skills. This impacts on how well these pupils are prepared for the next stage of their employment, education or training. There are targeted intervention sessions in place, which are having an impact on pupils' reading. This is supplemented by work that leaders have more recently introduced on the development of pupils' vocabulary across the school. However, this work is not yet fully embedded.

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Achievement Needs attention

As there is variability in the quality of teaching, this means that pupils' achievement across the curriculum is variable. Too often pupils' work can be of poor quality or incomplete, although there are improvements in the work of higher-ability pupils. Handwriting can often be illegible. This is especially the case for boys.

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Achievement Needs attention

That said, pupils typically achieve well in external examinations taken at the end of Year 11, although there is some variability in this. Disadvantaged pupils typically achieve in line with similar pupils nationally. Most-able pupils have not achieved as well as they could in the most recent external examinations.

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Curriculum and teaching Needs attention

The standard of teaching is too variable across the school. For example, checking for understanding can be imprecise, which means that gaps in pupils' learning persist. In addition, some teachers do not use the information they have about pupils to minimise barriers to their learning. This includes, at times, pupils with special educational needs and/or disabilities (SEND), pupils at the early stages of learning English, or pupils with low literacy levels. This results in these pupils finding it hard to learn the key knowledge they need across the curriculum.

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Curriculum and teaching Needs attention

Leaders have yet to put in place an agreed approach across the school to support pupils to develop their knowledge of spelling and grammar. This means that gaps in some pupils' communication skills remain. This includes basic mistakes in English.

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Curriculum and teaching Needs attention

Leaders have ensured that the curriculum is broad and ambitious. They are taking appropriate steps to develop the consistency of teaching. Their actions are having impact. There are examples where teaching is meeting leaders' high expectations and pupils learn well. Across the school, however, there remains too much variability. Pupils remark on this readily.

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

This is a school which thrives on positive relationships. Pupils enjoy coming to school as they benefit from the care and support of the adults who work here. They get along well with each other, and are proud of the diversity of their school. As one pupil states, typical of many, 'This school embraces us all as being different and recognises difference.' Pupils enjoy participating in the opportunities, which leaders offer them. This includes 2 recent musicals, and many clubs including weightlifting, gaming and support for their schoolwork. Pupils make good use of these opportunities.

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

As pupils enjoy the school, they attend well. They understand leaders' expectations for their conduct and work hard to meet them. Typically, they try their hardest in lessons. They behave well around the school site and are polite and courteous to visitors. They feel safe and learn how to keep themselves safe. If they have concerns about their wellbeing, they know who to approach. They have confidence that they will be listened to and that leaders will act promptly to support them. Pupils benefit from significant numbers of pastoral staff, who are also there to assist them if they have worries.

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

Pupils typically enjoy their learning. However, there is some variability in how well they are taught. This impacts on how well they learn to spell, to write legibly and to communicate in good English. Despite this, most pupils typically achieve well in examinations, enabling them to progress to ambitious destinations. Pupils come to the school with many barriers to their learning. Leaders work effectively to identify these barriers and many interventions enable these pupils to learn well and to thrive. There is variation, however, in how consistently this happens in lessons for these pupils, which impacts on their learning.

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Next steps

Leaders should ensure that standards of teaching consistently meet their high expectations and minimise pupils' barriers to learning. Leaders should ensure that there is a consistent approach to the development of pupils' foundational knowledge, specifically their spelling, handwriting, language and communication.

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About this inspection

This school is part of Stour Vale 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 (CEO), Rachel Salter, and overseen by a board of trustees, chaired by Joanne Williams.

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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

During the inspection, inspectors spoke with the headteacher, senior leaders, staff and pupils. They also met with the chair of the board of trustees, representatives from the local governing body, and trust employees, including the CEO. Two of the alternative provisions used by the school were contacted by telephone.

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Team inspectors:

Amjid Zaman, Ofsted Inspector Ed Leighton, Ofsted Inspector Jacqui Swindlehurst, Ofsted Inspector Will Keddie, Ofsted Inspector

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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.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 2 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?

National average: 1,067 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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What does this mean?

The inspector confirmed the following information about the school:

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What does this mean?

The school uses 5 registered alternative provisions.

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What does this mean?

The school has undergone a significant change since the last inspection with the appointment of a new headteacher and a number of leaders who are new in post.

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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 6 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 needs support at the school. National average: 13.4%

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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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national average

2023/24 (final) -0.09 -0.03 Close to average

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national average

2022/23 (final) -0.08 -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

2024/25 (final) 23.8% 25.8% Close to average

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national average

2023/24 (final) 27.5% 25.8% Close to average

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national average

2022/23 (final) 17.2% 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) 31.7 34.9 Close to average

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national average

2023/24 (final) 36.2 34.6 Close to average

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national average

2022/23 (final) 33.2 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) -0.45 -0.57 Close to average

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national average

2022/23 (final) -0.41 -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) 8.6% 8.4% Close to average

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national average

2023/24 (3 term) 9.8% 8.9% 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) 26.4% 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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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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