Buildwas Academy, located in Telford, Shropshire, has undergone significant changes since its last inspection. The recent inspection, conducted on June 18 and 19, 2024, resulted in an overall effectiveness rating of Requires Improvement. The quality of education was also rated as Requires Improvement, while behaviour and attitudes, personal development, leadership and management, and early years provision were rated as Good. The headteacher, Jason Millington, leads the school, which is part of the Mighty Oaks Academy Trust, overseen by CEO Paul Doddridge and a board of trustees chaired by Keith Hall.
The school has faced challenges in pupil outcomes, but new leadership has raised expectations for student achievement. Positive changes are being implemented, and gaps in pupils' knowledge are being addressed. Relationships between pupils and staff are strong, fostering a respectful and supportive environment. Pupils report feeling happy and safe, with any incidents of unkind behaviour being dealt with promptly. Older pupils take on responsibilities, such as overseeing the friendship bench during playtimes, and there are various extracurricular activities available, including residential trips and after-school clubs.
Despite the positive aspects, the school has areas that require improvement. Since the last inspection, new leaders have identified declining standards in education and have implemented new curriculum plans. While these changes are beginning to show positive effects, particularly in early years, there remains variation in pupil outcomes, especially in mathematics and English. Gaps in knowledge have not been fully addressed, leading to some pupils falling behind. Staff are now delivering the curriculum effectively, and new assessment systems are helping to identify knowledge gaps, allowing for targeted support.
In lessons, staff present learning clearly and encourage pupil participation. High expectations for the use of subject-specific vocabulary are set, and pupils regularly revisit prior learning. However, adaptations for pupils with special educational needs and disabilities are not always well understood, leading to inconsistent support. Many foundation subjects have been recently implemented, and while pupils are enthusiastic about these changes, it is too early to assess their long-term impact on learning.
The school prioritizes early reading and phonics, with training provided for staff to ensure effective delivery. Most staff teach phonics accurately, and additional support is available for pupils who are struggling. The early years curriculum is ambitious and well-structured, allowing children to build knowledge effectively. However, processes for identifying and reviewing the needs of pupils with special educational needs lack rigor, resulting in some pupils not receiving timely support.
Behaviour across the school is calm, and pupils demonstrate positive attitudes towards learning. Outdoor playtime is particularly enjoyed, with a variety of engaging activities available. Although attendance remains a concern, improvements have been made in this area. Pupils are knowledgeable about different cultures and religions, promoting inclusivity and respect for diversity. The school has a strong focus on fundamental British values, preparing pupils to be respectful citizens.
Subject leaders are driving curriculum improvements with support from trust leaders and governors. Staff are receptive to changes and receive development opportunities to enhance pupil outcomes. Safeguarding arrangements are effective, ensuring a safe environment for all students. The school is committed to addressing the identified areas for improvement, particularly in mathematics and English, and ensuring that all pupils receive the support they need to succeed.
