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Four Dwellings Academy Dwellings Lane, Quinton, Birmingham B32 1RJ

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Four Dwellings Academy Dwellings Lane, Quinton, Birmingham B32 1RJ School report Four Dwellings Academy Dwellings Lane, Quinton, Birmingham B32 1RJ Inspection dates 16–17 May 2017 Overall effectiveness Good Effectiveness of leadership and management Good Quality of teaching, learning and assessment Good Personal development, behaviour and welfare Good Outcomes for pupils Good Overall effectiveness at previous inspection Requires Improvement Summary of key findings for parents and pupils This is a good school Leaders’ ambition and focus have galvanised Progress in English is significantly above the staff. Strong and committed teamwork have national average. This is due to good secured improvements to the quality of leadership, teaching and assessment. teaching and outcomes for pupils. Pupils’ progress in in mathematics is improving Consequently, the quality of education from a low base. Leaders are taking steps to provided by the school is now good overall and ensure that outcomes improve further but have well placed to improve further. not yet developed a coherent approach to This school is a highly inclusive and united promoting numeracy across a range of community where all are welcome. Leaders at subjects. all levels, teachers and support staff have high Pupils’ attendance has been above national aspirations for pupils. average for several years and continues to rise. High-quality leadership, consistently good Pupils who have special educational needs teaching and effective pastoral systems support and/or disabilities had poor attendance pupils well. As a result, from a low starting previously. This has improved recently, point, pupils who left Year 11 in 2016 made although their rate of attendance is still below considerable progress, which placed the that of their classmates. school’s performance in the top 10% The school’s curriculum is now broad and nationally. balanced. Pupils value the support they receive Although improving, the progress made the by in making option choices at key stage 4 and the most able pupils, including the most able decisions about their further education. disadvantaged pupils is not yet as good as that Governors know the school well, are resolute in of their peers nationally with similar starting their support and offer appropriate challenge. points. Pupil’s conduct is sensible and mature. They Disadvantaged pupils make good progress from are welcoming to visitors and treat the school their different starting points across most environment with respect. subjects. This is because leaders carefully focus on addressing barriers to pupils’ learning. The school is a safe environment. Leaders make pupils’ welfare their highest priority. Full report What does the school need to do to improve further? Leaders should improve standards in mathematics by: – developing an effective whole-school numeracy strategy to support pupils. Improve the progress of most-able pupils, including those who are disadvantaged, by ensuring that: – teachers plan tasks to move pupils on to more difficult work as soon as they are able – pupils are questioned and consistently challenged to think in depth about topics. Leaders and pastoral staff should continue to address and improve the attendance of pupils who have special educational needs and/or disabilities. Inspection report: Four Dwellings Academy, 16–17 May 2017 Page 2 of 12 Inspection judgements Effectiveness of leadership and management Good Board members rightly describe the school as ‘improving’, ‘self-evaluative’ and one in which the headteacher’s vision is widely shared. There is a culture of collective ambition. Leaders have a clear focus upon improving current and future standards. The changes introduced over recent years, have been substantial, effective and sustainable. Leaders’ planning is precise, measurable and accurate. This has allowed them to accurately identify the most important future priorities. These include a consolidation of recent improvements in outcomes, concentration upon the most able pupils, raising standards in mathematics and further increasing the attendance of pupils who have special educational needs and/or disabilities. Leaders at all levels and teachers are focused on achieving these objectives. All those who responded to Ofsted’s staff questionnaire agreed that the school’s aims are clear. The leadership of teaching and learning is good. Senior and middle leaders carefully monitor teachers’ performance. For example, leaders regularly undertake work scrutinies, learning walks and lesson observations. As a result, there is clarity of expectations and a consistency of practice which supports pupils’ progress. Leaders ensure that performance management is related to the school’s development plan and use it to identify any remaining weaknesses in teaching. Professional development focuses upon whole-school objectives, such as improving stretch and challenge for the most able pupils. Leaders also offer bespoke training which includes preparation for middle or senior leadership. Staff are very positive about the impact of professional development on their practice and preparation for possible future promotion. Newly qualified teachers feel very well supported by their subject leaders and senior staff. All staff who completed Ofsted’s questionnaire believe the school is well led and managed. Pupil premium and catch-up funding are used effectively. The provision of successful interventions and enrichment opportunities means that disadvantaged pupils have made good progress over time and Year 7 pupils in need of support are rapidly catching up with their classmates. Members of the board closely oversee the spending of extra funding to make sure it is providing good value for money. This includes funding for pupils with special educational needs and/or disabilities who make good progress across the school. Up to this academic year, there was not a wide curriculum on offer for all pupils. This has changed and many pupils in Year 11, and even more in Year 10, study a full science course, history and/or geography. Additionally, most pupils in Years 7 and 8 now study a modern foreign language. These improvements have occurred because leaders have addressed previous legacies of poor teaching and difficulties in recruiting and retaining staff which in the past limited the curriculum they could offer pupils. A range of extra-curricular activities is offered, including library club, homework club and various opportunities to participate in sport. Some of these take place before and Inspection report: Four Dwellings Academy, 16–17 May 2017 Page 3 of 12 after school, as well as during lunchtimes. For example, inspectors visited a well- attended film club and heard pupils enjoying playing in the music club. Pupils told inspectors that there are lots of activities to encourage reading, including a book club. They particularly like the competitions which are delivered through the tutor programme in assemblies and in English lessons. Pupils told inspectors their teachers are ‘promoting a love of reading’. There are, however, no programmes to develop numeracy beyond mathematics lessons. Leaders, through a well-planned personal, social and health education (PSHE) programme, and within the taught curriculum, have ensured that pupils develop the qualifications, skills and attitudes required to make positive contributions as citizens of modern Britain. Leaders also provide opportunities for the spiritual, moral, social and cultural development of pupils. These are reflected in interesting displays around the school, for example, displays of pupils’ art work, and reading recommendations, plus displays celebrating sporting success and promoting British values as well as those with a focus upon future careers. The trust has provided effective support for school leaders. This includes commissioning reviews focused on areas such as safeguarding, special educational needs and the quality of careers advice. Additionally, the provision of high-quality support in mathematics has been welcomed by leaders. Governance of the school Governance is highly effective. The Academies Enterprise Trust delegates powers to a management board. Members of the board know the school very well and share leaders’ ambition, drive and self- critical approach. They accurately judge that improvements are becoming embedded and there is capacity across the school for these to continue. A number of board members are educational professionals and bring both experience and realism to their role. All board members receive training and are knowledgeable about key issues, including safeguarding, performance management and school finances. Board members hold leaders to account appropriately. Minutes of governors’ meetings show they ask relevant questions of leaders. Safeguarding is discussed in all meetings. Board members visit the school regularly and the trust ensures a range of monitoring activities take place. Consequently, they have an accurate understanding of the school’s strengths and weaknesses. Safeguarding The arrangements for safeguarding are effective. There is a strong safeguarding culture across the school. All those who responded to the Ofsted staff questionnaire agreed that pupils are safe at school. Arrangements for Inspection report: Four Dwellings Academy, 16–17 May 2017 Page 4 of 12 recruitment and safeguarding training are very secure. Pupils’ safety is the school’s main priority. Pupils are safe and feel safe. They know how to keep safe and who to approach if they have a problem. Leaders have robust systems
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