The Nethersole CofE Academy, located in Polesworth, Tamworth, underwent an inspection on 28 and 29 November 2023, resulting in an overall effectiveness rating of Requires Improvement. The school, which is part of the Birmingham Diocesan Multi-Academy Trust, is led by headteacher Samantha Goode. The inspection highlighted several areas of concern, particularly in the quality of education, behavior and attitudes, personal development, leadership and management, and early years provision, all of which were rated as Requires Improvement. This follows a previous inspection that rated the school as Inadequate.
Pupils at the school express enjoyment in attending, feeling safe and happy in a nurturing environment. They appreciate the extracurricular opportunities available, especially in sports. However, the report indicates that some pupils do not achieve to their full potential, particularly in English and mathematics. This is attributed to ongoing development of the curriculum, with some subjects not being delivered effectively. While most pupils demonstrate good behavior and positive attitudes towards learning, inconsistencies in following classroom routines were noted.
The school has made efforts to support pupils who face challenges, providing individual care and fostering positive relationships between staff and students. The curriculum is ambitious and well-planned, with leaders reflecting on its effectiveness in helping pupils understand their local context and the wider world. The early years curriculum has also been newly developed, offering children insights into various cultures. Despite these strengths, inconsistencies in curriculum delivery were observed, particularly in the early years, leading to gaps in pupils' knowledge and understanding.
Reading is prioritized, with structured phonics sessions introduced early in a child's education. This approach has been effective in developing pupils into fluent readers. The school has also worked to improve support for pupils with special educational needs and disabilities (SEND), although some pupils who have fallen behind are not receiving adequate additional support due to underdeveloped systems.
Behavior expectations have been raised, but their implementation is inconsistent, leading to some pupils struggling to engage with their learning. The school aims to ensure that routines are well understood and consistently applied by all staff. Pupils learn about healthy relationships and safety, particularly online, and enjoy various clubs and educational visits. However, these opportunities are not coherently planned in relation to the curriculum, limiting broader cultural experiences for pupils.
Governors and trustees are aware of the school's challenges and areas for development, providing proactive support. Staff express pride in their work and share a commitment to the pupils. The school effectively utilizes external agencies to enhance its support for families and the community.
The safeguarding arrangements are deemed effective. However, the school must address several areas for improvement. The planned curriculum needs consistent implementation across all year groups to enhance pupil outcomes. Teachers require better support to develop their subject knowledge in foundation subjects to prevent misconceptions. The identification of pupils with additional needs must be more robust to ensure they receive necessary support. Consistent behavior management practices need to be established to help all pupils understand expectations. Finally, the school should enhance the planning of enrichment opportunities to provide a wider range of experiences that complement the curriculum and support personal development.
