Mansfield Green E-ACT Academy, located in Birmingham, has recently undergone an ungraded inspection, maintaining its overall judgment of outstanding. The inspection, conducted on 13 and 14 March 2024, highlighted the school's strengths and areas for improvement. The executive headteacher, Maxine Lathbury-Cox, leads the school, which is part of the E-ACT multi-academy trust overseen by CEO Tom Campbell and a board of trustees chaired by Lord Jim Knight.
Pupils at Mansfield Green E-ACT Academy express pride in their school community, often seen smiling and feeling safe. The school promotes cultural diversity and inclusivity, with students accepting and respecting differences among their peers. High expectations are set for all pupils, including those with special educational needs and disabilities. However, some students do not consistently experience positive learning outcomes, which can hinder their progress.
Behavior among pupils is commendable, with students listening attentively in lessons and demonstrating good manners throughout the school. The welcoming atmosphere helps new students settle in quickly, fostering a sense of belonging. The school prioritizes reading, having recently introduced a new phonics scheme. Staff responsible for phonics instruction are well-trained, and the initiative is positively impacting pupils' reading abilities. Mathematics is also a strong subject, with a coherent curriculum that supports knowledge building and addresses misconceptions effectively.
In the early years, children adapt well to school life, but the curriculum implementation does not always align with their developmental stages. Some planned activities do not cater to individual learning levels, which can limit opportunities for children to build on their existing knowledge. The school has made changes to various curriculum areas, but not all plans are fully embedded due to staffing issues and absences, leading to inconsistencies in educational delivery.
Pupils' personal development is well-supported, with numerous opportunities to explore talents outside the classroom. The artist in residence collaborates with students to create impressive artwork, which is proudly displayed in the school's art gallery. Leadership skills are fostered through various initiatives, emphasizing the importance of developing responsible adults for the future. The school's behavior policy reinforces positive conduct, with pupils eager to earn rewards for demonstrating high standards.
The trust provides substantial support to the school, particularly during challenging times, deploying skilled leaders to work alongside dedicated staff. This collaborative approach aims to enhance the quality of education for all pupils. Safeguarding arrangements are effective, ensuring a safe environment for students.
To improve, the school needs to enhance its monitoring of how the curriculum meets the needs of all pupils, particularly those with special educational needs. There is a need for consistency in curriculum implementation across classes and subjects to ensure equitable educational quality. In the early years, the curriculum should be tailored to support children's developmental stages more effectively. The school recognizes these challenges and is committed to minimizing disruptions to learning caused by staffing instability, striving to provide a high-quality education for every pupil. The next inspection will be a graded one, which will further assess the school's performance and progress.
