Devonshire Junior Academy

Devonshire Junior Academy

Address: Auckland Road, Smethwick, West Midlands, B67 7AT Unique reference number (URN): 141292

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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 Strong standard

Leaders promote the importance of attendance effectively. They analyse attendance information rigorously to identify patterns and act swiftly where pupils face barriers to attendance. Staff work closely with families and external agencies to provide timely support. Leaders’ targeted actions have resulted in significant improvements in attendance for both individuals and groups of pupils. Consequently, overall attendance is currently just above the national average and persistent absence is low.

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Attendance and behaviour Strong standard

Behaviour across the school is extremely positive. Classrooms are calm and focused, and pupils show mature attitudes to learning. This is because leaders’ high expectations and clear routines help pupils to understand what is expected of them. Staff apply the behaviour policy positively and consistently. Leaders adapt provision effectively for any pupils who need additional help. For example, pupils can access the ‘calm club’ at lunchtimes should they need to.

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Attendance and behaviour Strong standard

Trusting relationships between staff and pupils mean that pupils feel safe and supported. Bullying is not accepted and pupils confidently report that staff deal with their concerns quickly and effectively. This means that pupils benefit from a calm, purposeful learning environment. They are respectful, responsible learners.

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Inclusion Strong standard

Leaders have created a highly inclusive school culture. They make every effort to ensure all pupils achieve and thrive. Staff quickly get to know pupils when they start school. This enables them to accurately identify all pupils’ needs and any barriers they may face.

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Inclusion Strong standard

Highly effective staff training and support from school leaders mean that teachers can make careful adaptations to teaching and the learning environment. This enables all pupils to access the full curriculum. Leaders work closely with external specialists to ensure pupils receive timely and effective support. As a result, pupils’ barriers to learning and wellbeing are addressed swiftly.

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Inclusion Strong standard

Pupils in Woodlands class are skilfully supported to learn. Leaders ensure that pupils follow a carefully adapted curriculum. Parents and outside agencies praise staff’s caring approach and strong understanding of pupils’ individual needs. Some pupils are able to successfully transition back into mainstream classes when they are ready.

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Inclusion Strong standard

Funding for disadvantaged pupils is used effectively and has a positive impact on personal and academic outcomes. Positive relationships between parents and staff enable pupils to receive appropriate support and successfully overcome barriers.

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Inclusion Strong standard

Children who are known to children’s social care are supported very well. Leaders work with external agencies, including the virtual school, to ensure these pupils belong, flourish and learn.

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Leadership and governance Strong standard

Leadership at all levels is effective and inclusive. Leaders know pupils and their families extremely well. This gives them a deep understanding of pupils’ needs, enabling them to offer well ‑ designed provision, for example in Woodlands class. Leaders’ work impacts positively on both pupils and the local community.

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Leadership and governance Strong standard

Leaders understand what the school does well and where further improvement is needed. They use information about pupils’ learning and experiences to set clear priorities. These priorities are focused on ensuring that all pupils benefit from high-quality teaching. Leaders’ decisions are always made in pupils’ best interests, especially for those who are disadvantaged.

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Leadership and governance Strong standard

Leaders have built a highly positive staff culture. Staff at all levels appreciate the support they receive for wellbeing and workload. In addition, they benefit from effective professional development. Early career teachers are well supported. Strategic oversight from the trust enables leaders and staff to benefit from further collaboration and networking opportunities.

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Leadership and governance Strong standard

Parents and carers appreciate the help they receive from school staff. They describe the school as inclusive and supportive and feel their children make good progress. Leaders also work positively with other professionals and the wider community to advance pupils’ wellbeing and learning.

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Leadership and governance Strong standard

Trustees and governors are strategic and well informed. They fully understand the school’s context, meet their statutory duties and use detailed information to challenge and support leaders effectively. They check how resources are used and ensure that decisions benefit pupils, especially the most vulnerable.

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Personal development and wellbeing Strong standard

Personal development and wellbeing are a strength of the school’s work. Leaders know their community extremely well. They use this knowledge to provide a wealth of opportunities that pupils might not ordinarily access. These include environmental projects, residential experiences, educational visits and charitable work. Pupils learn to play musical instruments and participate in a wide range of sports. Leaders ensure that all pupils benefit fully from these activities, which broaden their horizons and allow them to follow their interests.

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Personal development and wellbeing Strong standard

Pupils develop a sophisticated understanding of how to look after their wellbeing. For example, they recognise potential dangers online involving fake news and artificial intelligence. Pupils understand the impact of a healthy diet, sleep and exercise. They confidently recall what they have learned about heart health and first aid and discuss changes they have made to their habits as a result. Pupils have a secure grasp of fundamental British values. They describe opportunities to participate in democratic processes within school, including voting for school councillors and making choices about class activities and performances.

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Personal development and wellbeing Strong standard

Pupils are supported to develop a thorough understanding of diversity, faith and community cohesion. They are genuinely interested in learning about one another’s faiths and backgrounds and speak with respect about differences. As a result, pupils develop a deep

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Expected standard

appreciation of different beliefs, cultures and ways of life. Visits to a range of different places of worship, including the annual carol service at the local church, enhance this. For example, some pupils thoughtfully reflect that they value the connection to Christmas this gives them, despite not being Christians themselves.

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Expected standard

Pupils take on meaningful leadership roles on the school council and as librarians. These opportunities mean pupils feel listened to, valued and included. Pupils speak very positively about their school. They are proud to attend and appreciate the care and support they receive from staff.

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Achievement Expected standard

Despite starting points that are often below average, pupils at the school achieve broadly in line with or above national averages by the time they leave. This includes disadvantaged pupils, those with special educational needs and/or disabilities and those known to social care. Work in pupils’ books shows that pupils build knowledge securely across the curriculum over time.

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Achievement Expected standard

Leaders ensure pupils secure early foundations in reading and mathematics. This supports them to access the wider curriculum with increasing confidence as they move through the school. Pupils who need additional help to learn to read typically receive effective support. As a result, most of them catch up with their peers.

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Achievement Expected standard

Pupils with special educational needs and/or disabilities generally achieve well from their starting points. Staff provide effective support, which helps them to develop the knowledge and skills they need. This means pupils are well prepared for their next phase of learning.

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Curriculum and teaching Expected standard

Leaders have designed a broad and balanced curriculum. It is engaging and well sequenced, helping pupils to build their knowledge over time. Leaders have provided teachers, including those new to the profession, with effective training and support. As a result, they understand the curriculum and typically deliver it well.

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Curriculum and teaching Expected standard

Teachers demonstrate secure subject knowledge and use a range of effective teaching strategies. There is a clear focus on developing pupils’ language and communication skills. For example, teachers use high-quality texts, partner talk and explicit vocabulary teaching to develop pupils’ understanding.

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Curriculum and teaching Expected standard

Leaders make sure that most pupils acquire the important skills and knowledge they need. Any pupils who need extra help to learn to read are supported to catch up quickly. However, staff do not always make the most of opportunities to reinforce pupils’ accurate use of handwriting, spelling and punctuation. Staff know pupils’ needs very well. This allows them to adapt their teaching and put the right support in place. Staff use modelling and questioning and make careful adaptations to ensure all pupils can access their learning. Leaders monitor these adaptations and make changes when needed. This means that all pupils make progress from their starting points.

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

Pupils at Devonshire Junior Academy feel known, valued and listened to. They speak very positively about their happy, caring school, describing it as a supportive and welcoming environment where everyone is included and treated fairly. Pupils feel safe and trust adults to help them with any problems.

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

As soon as pupils start school, leaders and staff get to know them and their families well. This means staff can quickly identify any difficulties faced and offer support. Leaders ensure that every pupil, including those with special educational needs and/or disabilities and those known to social care, can benefit from everything that the school has to offer.

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

Pupils behave extremely well, both in lessons and at social times. The golden rule of ‘treat people as you wish to be treated' is woven through every aspect of school life. Pupils describe a community built on kindness and respect where bullying is not tolerated. Relationships are warm and very positive. As a result, pupils enjoy coming to school and attend well.

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

There is a broad and balanced curriculum in place, which is carefully planned to meet pupils’ needs. They participate keenly in lessons and enjoy their learning. Careful adaptations are made to ensure all pupils, including those who are disadvantaged, can make progress. As a result, despite their often low starting points, pupils achieve broadly in line with or above national averages by the time they leave the school.

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

Pupils benefit from a range of enrichment opportunities while at school that they may not otherwise experience. These include residential visits, clubs, trips and leadership roles, which all enable pupils to feel valued and included in school life. Effective pastoral support is provided to ensure pupils’ wellbeing. Pupils are very well prepared for their next steps at school and beyond.

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Next steps

Leaders should ensure that staff consistently reinforce pupils' accurate use of handwriting, spelling and punctuation across the curriculum.

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Lead inspector:

Claire Medhurst, His Majesty's Inspector

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Team inspectors:

Martina Abbott, Ofsted Inspector Andrew Teale, 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 15 September 2026

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About this inspection

This school is part of Victoria Academies 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), Sharron Philpot, and overseen by a board of trustees, chaired by Rob Elkington.

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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

Inspectors spoke with the headteacher, the deputy headteacher and the assistant headteachers during the inspection. They also spoke with representatives of the trust, including the CEO, and representatives of the trust board.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school includes provision for up to 10 pupils with autism in its specially resourced provision.

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About this inspection

The school currently uses no alternative provision.

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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 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.

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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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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.

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average

2023/24 (final) 66% 61% Close to average

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average

2022/23 (final) 58% 60% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2024/25 (final) 78% 75% Close to average

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average

2023/24 (final) 80% 74% Close to average

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average

2022/23 (final) 69% 73% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

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

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average

2024/25 (final) 76% 72% Close to average

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average

2023/24 (final) 76% 72% Close to average

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average

2022/23 (final) 69% 71% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (final) 81% 74% 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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mathematics

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

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average

2024/25 (final) 58% 47% Close to average

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average

2023/24 (final) 52% 46% Close to average

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average

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

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Disadvantaged pupils reaching the expected standard in reading

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

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average

2024/25 (final) 65% 63% Close to average

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average

2023/24 (final) 69% 62% Close to average

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average

2022/23 (final) 69% 60% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

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average

2024/25 (final) 62% 59% Close to average

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average

2023/24 (final) 62% 58% Close to average

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average

2022/23 (final) 65% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

2024/25 (final) 69% 61% Close to average

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average

2023/24 (final) 69% 59% 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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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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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.

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Disadvantaged pupils reaching the expected standard in mathematics

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

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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

2022/23 (3 term) 5.8% 5.9% 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

2022/23 (3 term) 16.0% 16.2% 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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