Ormiston Sandwell Community Academy, located in Oldbury, West Midlands, has been assessed as a good school following its recent inspection on October 24 and 25, 2023. The interim principal, Adrian Price, leads the school, which is part of the Ormiston Academies Trust. The trust is overseen by CEO Tom Rees and a board of trustees chaired by Julius Weinberg. The school has a strong community ethos, with staff and pupils sharing high ambitions and adhering to the ‘Team OSCA’ values of opportunity, scholarship, compassion, and aspiration. Pupils express satisfaction with the support they receive, contributing to a positive and safe environment.
During structured lesson times, most pupils demonstrate respectful and positive behavior. However, some pupils reported that poor behavior can disrupt lessons. The school has mechanisms in place to address unacceptable behavior, with staff actively engaging with pupils to reinforce high expectations. The emphasis on personal development is notable, with Year 11 pupils in leadership roles supporting their peers and Year 10 prefects promoting a positive school culture. The extracurricular program is diverse, offering various clubs and activities, including sports and the Duke of Edinburgh’s Award scheme.
The school has undergone significant staffing changes since the last inspection, including the appointment of a new interim principal. Despite these changes, the school has developed a well-structured and ambitious curriculum that all pupils, including those with special educational needs and disabilities, follow. Leaders have taken effective actions to enhance the curriculum, resulting in consistently positive outcomes for pupils by the end of key stage four. Staff training has been prioritized, leading to improved teaching practices and subject knowledge.
In some lessons, teachers effectively use assessments to gauge pupil understanding, helping them retain key knowledge. For instance, Year 7 history pupils can recall the significance of the Silk Road. However, there are instances where some teachers do not consistently check pupil understanding, which can lead to gaps in knowledge not being addressed. The school is proactive in identifying pupils with special educational needs, ensuring they have access to the same ambitious curriculum and receive appropriate support.
Despite these strengths, the school has not fully developed effective strategies for supporting weaker readers. While the school identifies pupils needing assistance, there is a need for better diagnosis and intervention regarding phonics, grammar, and comprehension skills. Not all pupils engage in regular reading, which hinders their progress. The school is working to enhance its reading strategy and encourage parental involvement in supporting reading at home.
The personal development curriculum is well-planned, covering essential topics such as healthy relationships and online safety. A comprehensive careers program is in place, and pupils engage enthusiastically with it. Governors and trustees are well-informed about the school, providing support and challenge to leaders. They hold the school accountable for safeguarding and the quality of special educational needs provision while considering staff workload.
The safeguarding arrangements are effective, ensuring a safe environment for all pupils. To improve further, the school needs to address behavior issues during structured lessons to minimize disruptions. Additionally, there is a need for all teachers to consistently use assessments to identify and address gaps in pupil learning. The school should also enhance its reading support systems to ensure all pupils develop their reading skills effectively. Overall, Ormiston Sandwell Community Academy continues to provide a good educational experience for its pupils, with clear areas for improvement identified.
