Shireland CBSO AcademyOfsted report card, 15 Sept 2026

Shireland CBSO Academy

Address: 1 Providence Place, West Bromwich, B70 8SZ Unique reference number (URN): 149827

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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 have ensured that attendance is everyone’s responsibility. They place a clear and consistent focus on the importance of high attendance. Staff know how to have challenging but supportive conversations with pupils and parents about attendance. Leaders work closely with families to identify barriers to coming to school. They pay close attention to the needs of pupils who are absent and put strategies in place to support them. When needed, leaders seek external support to remove barriers to attendance. This approach is successful. Attendance for all groups of pupils is consistently above the national average. This includes disadvantaged pupils and those with special educational needs and/or disabilities. Attendance in the sixth form is consistently high.

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Attendance and behaviour Strong standard

Leaders and staff have created a calm and positive culture where pupils can learn and thrive. They have high expectations of behaviour, which pupils understand. As a result, pupils behave very well. They are polite and courteous. Pupils move calmly around the school. Lessons are consistently free from disruption. Leaders and staff give pupils who struggle with their behaviour the support they need to improve. Leaders and staff deal with bullying and other inappropriate behaviour quickly and appropriately. Staff consistently use praise to motivate learners and recognise positive behaviour.

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Curriculum and teaching Strong standard

Leaders have developed a well-designed curriculum. It is broad, balanced and ambitious. Leaders have a highly accurate understanding of what pupils are learning. They regularly check how well they have learned it. Leaders use this information to make swift changes when needed.

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Curriculum and teaching Strong standard

Teaching is of a consistently high quality across subjects and year groups, including the sixth form. Teachers give clear explanations, break complex ideas down and use questions skilfully. They identify misconceptions so that pupils are able to build on what they already know. This is established practice across the academy. Leaders develop teachers' knowledge and skills so they teach the curriculum effectively.

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Curriculum and teaching Strong standard

Leaders carefully consider the language and vocabulary pupils need in order to succeed. Teachers develop these consistently well across the curriculum. Leaders also consider what pupils need to know at each stage to prepare them for future learning. As a result, pupils secure foundational knowledge before moving on to more complex learning. Teachers adapt their teaching to meet pupils' different needs. They identify what individual pupils need to learn. Teachers provide specific resources to help pupils achieve this. Teachers also give additional adults clear guidance on how to support pupils.

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Inclusion Strong standard

Leaders are ambitious for all pupils. They provide opportunities and experiences that enable the most vulnerable to succeed. Leaders identify pupils’ needs and any barriers to learning quickly and consistently. They make sure pupils get the right support as soon as possible. Leaders regularly check how well this support is working. Leaders have high expectations for all pupils and carefully track their progress. Leaders work closely with families and professionals to meet pupils' needs. When the right support is not available locally, the academy finds ways to provide it. Leaders carefully support pupils who are known, or previously known, to social care. They work closely with the virtual school to help these pupils succeed.

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Inclusion Strong standard

Leaders know the needs of disadvantaged pupils very well. They use pupil premium funding carefully to meet identified needs. Leaders consider what support makes the greatest difference and check it is working. Pupils with special educational needs and/or disabilities receive effective support. They learn the same ambitious curriculum as their peers. Teachers and other adults help pupils to become more independent. Leaders only use alternative provision when it is right for the pupil. As a result, all pupils who face barriers are helped to attend, learn and succeed.

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Leadership and governance Strong standard

Leaders are highly ambitious for the academy. Although it is relatively new, leaders at all levels have helped shape its development. Leaders share a clear ambition to provide pupils with a high-quality education and a wide range of opportunities.

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Leadership and governance Strong standard

Leaders fully understand the academy’s context. They use this understanding to skilfully shape the professional development programme. This programme is highly effective. Leaders carefully design a programme to meet the needs of the staff. Early career teachers receive the support and expertise they need to develop their teaching.

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Leadership and governance Strong standard

Governors and trustees have a clear vision for the academy. They are knowledgeable about the academy and its context. They understand its strengths and areas for further development. Governors and trustees have a high level of expertise. This helps them both support and challenge leaders effectively while holding them to account.

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Leadership and governance Strong standard

As the academy grows, new staff join each year. Leaders make sure they receive support to settle quickly into their roles. Staff are supported to carry out their roles effectively from the start. More established staff choose to stay, and staff retention is high. Staff are overwhelmingly positive about the leaders of the academy. They are proud to work there. Leaders make sure workload is manageable.

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Leadership and governance Strong standard

Parents have a great deal of faith in the leaders and staff of the school. They appreciate the unique opportunities provided through enrichment and the development of musical ability. Leaders provide practical help and guidance when families need it. Leaders also work effectively with the wider community.

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Personal development and wellbeing Strong standard

Leaders have developed a clear and coherent personal development programme. It is extensive and responsive to the needs of the pupils. The programme is age-appropriate. This ensures pupils receive the right information at the right time. The programme builds on pupils’ knowledge. For example, pupils develop deeper understanding of consent as they get older. Pupils develop a detailed and secure knowledge across a range of topics,

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Expected standard

including protected characteristics and British values. Pupils are taught how to keep safe, including online. As a result, pupils learn how to be responsible and respectful. They are well prepared for life in modern Britain.

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Expected standard

There is a highly effective programme of careers education in place. Opportunities to engage with employers, further education and external partners are extensive. Careers education is highly valued by pupils and students. Pupils know what they need to do to achieve their ambitions, including in the sixth form. Careers education starts in Year 7. Pupils learn how different subjects link to future careers. Disadvantaged pupils and those with special educational needs and/or disabilities take part fully in careers education. They are provided with extra guidance and support where needed.

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Expected standard

Enrichment and wider opportunities are extensive. This is particularly true in music. Pupils value the wide range of opportunities available to them. These include activities such as journal club, debate club, charity work and enterprise. Pupils have access to a wide range of sporting activities. Leaders are keen to grow this to offer even more.

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Expected standard

Pastoral support is deep and systematic. Staff are vigilant in identifying pupils who need further pastoral support. Pupils understand where to go for help if needed and feel confident in seeking this support.

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Achievement Expected standard

Pupils gain the knowledge and skills they need to progress well through the curriculum. Pupils, including those with special educational needs and/or disabilities and disadvantaged pupils, produce high-quality work across the curriculum. Their skills become increasingly sophisticated over time.

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Achievement Expected standard

Pupils’ progress is carefully monitored and tracked so that leaders can intervene early. Any gaps in knowledge or skills are quickly identified and addressed. Pupils who need further support with reading, writing and mathematics are identified early and accurately. Pupils receive bespoke support, for example in developing reading fluency, vocabulary and comprehension. A strong culture of reading is embedded across the school.

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Achievement Expected standard

Although the school does not yet have outcomes from national tests and examinations, evidence of pupils’ progress from their starting points demonstrates that they are developing the knowledge and skills they need for the next steps. This includes students in the sixth form.

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Post-16 provision Expected standard

Leaders have established a strong ‘stand up, stand out’ ethos in the academy’s small but growing sixth form. Students join from many different schools. Leaders help them settle quickly through individual support. This ensures a culture of inclusion from the start. Students follow a flexible programme of academic and vocational courses that is carefully matched to their needs and abilities. Teachers have the expertise and subject knowledge to teach the curriculum well. They skilfully adapt teaching to meet the needs of all students, including those with special educational needs and/or disabilities and those who are disadvantaged.

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Post-16 provision Expected standard

Students benefit from a wide range of opportunities and experiences that prepare them well for their next steps. For instance, they quickly develop study skills and undertake a range of responsibilities. Students develop leadership skills through volunteering and mentoring younger pupils in the academy. Employers, universities and other organisations help students understand the choices available to them. The partnership with the City of Birmingham Symphony Orchestra gives students further experiences that are unique to the academy. Careers education is a central part of the curriculum. It reflects students’ individual needs, interests and ambition.

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

Shireland CBSO Academy is a unique and special place. The academy opened in 2023. It is the first of its kind to be established in partnership with an orchestra. All pupils benefit from instrumental or vocal tuition. Those with existing musical skills build on these and continue to develop them further. Through weekly ensembles, where pupils from all year groups play instruments together, pupils build wider skills, such as collaboration and perseverance. Pupils are incredibly positive about this opportunity and thoroughly enjoy it. The academy provides pupils with many experiences beyond music. These are opportunities that pupils might not otherwise have. For pupils, this is what makes the academy a ‘pleasure’ to attend.

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

Pupils enjoy their lessons. They have positive relationships with teachers. They feel respected and supported by their teachers and staff. Classrooms are calm and purposeful. This helps pupils make the most of their learning time. All pupils access the ambitious curriculum. This includes pupils who are disadvantaged and those with special educational needs and/or disabilities.

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

The academy provides a caring and inclusive environment where pupils feel valued. The academy helps pupils to develop both academically and personally. Pupils are articulate, polite and respectful. They understand the world around them and are well prepared for life in modern Britain. Pupils feel a real sense of belonging and community. Pupils have many opportunities to share their views and experiences.

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

Pupils behave very well, both in lessons and at social times. They are respectful of their school and take pride in keeping it clean and tidy. Pupils feel very safe. Bullying, harassment and discrimination rarely happen. Pupils know where to go if they feel unsafe or upset. They trust adults to listen to their concerns and act quickly. Pupils want to be at school. Their high attendance reflects this.

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Team inspectors:

Mel Ford, His Majesty's Inspector Mark Fenton, Ofsted Inspector Trudi Young, Ofsted Inspector

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Next steps

Leaders should ensure that pupils continue to develop the knowledge and skills they need to achieve well in national tests and examinations. Leaders should ensure strong standards of inclusion are sustained over time so that the barriers pupils face to their learning and/or wellbeing are reduced exceptionally well to ensure highly positive outcomes and experiences for these pupils.

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About this inspection

This school is part of Shireland Collegiate 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), Qamar Riaz, and overseen by a board of trustees, chaired by Michael Conway Jones.

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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

The inspection took place on 15 and 16 September 2026.

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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 principal, leaders from the school and the trust, trustees, governors, members of teaching and non-teaching staff and several groups of pupils during the inspection. An inspector spoke with the CEO of the trust.

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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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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school makes use of 2 registered alternative provisions.

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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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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. National average: 30.4%

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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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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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Persistent absence

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

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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

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

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