Wilnecote Junior Academy, located in Tamworth, Staffordshire, underwent an inspection on June 25 and 26, 2024, and received an overall effectiveness rating of Requires Improvement. The inspection evaluated various aspects of the school, including the quality of education, behavior and attitudes, personal development, and leadership and management, all of which were also rated as Requires Improvement. The school has not been previously inspected under section five of the Education Act 2005.
The executive headteacher, Kelly Williams, oversees the school along with head of school, Nicola Glover. The school is part of the Fierté Multi-Academy Trust, which involves shared responsibilities among trust members, including the chief executive officer, Maria Hamblin, and the board of trustees, chaired by Zoe Insley.
Pupils at Wilnecote Junior Academy generally report happiness and enjoyment in their social interactions. They feel comfortable approaching adults with concerns and are aware of safety measures, particularly regarding online safety. However, many students express frustration over inconsistencies in the school environment, particularly concerning classroom behavior and teaching methods. The curriculum has been recently updated, but there are notable inconsistencies in how effectively it is delivered across different subjects. While pupils enjoy music and the opportunities to perform, they also appreciate community engagement activities, such as litter picking and writing cards for a retirement home.
The school has made strides in reviewing its curriculum to ensure it is ambitious, particularly in music, where key knowledge is clearly defined and taught effectively. However, this level of clarity and support is not consistently present in other subjects. In some areas, teachers struggle to identify and address gaps in pupils' knowledge, which hampers their ability to build on prior learning. Although pupils with weaker reading skills have been identified, the recent changes in support strategies have not yet been effectively implemented due to a lack of training for staff involved in these interventions.
Pupils with special educational needs and/or disabilities have their needs identified, but some teachers do not adapt tasks appropriately, leading to insufficient progress for these students. During social times, pupils interact positively, but classroom behavior can be disruptive, with some staff not consistently applying behavior policies. Attendance is well-managed, with support provided for those who struggle to attend regularly.
The personal development curriculum has been reviewed but is not yet consistently delivered, leaving some pupils unclear about essential knowledge related to life in modern Britain. While pupils learn about various cultures and religions, their understanding remains limited. The school tracks participation in extracurricular activities but does not ensure that all pupils benefit equally from these opportunities.
Leadership has been criticized for being imprecise in evaluating the school's provision and the effectiveness of their actions, leading to unaddressed inconsistencies. The trust acknowledges that improvement rates have been variable and is working with school leaders to enhance teaching quality. Staff feel consulted regarding workload and appreciate professional development opportunities. Governors are actively involved in refining the information they receive to hold leaders accountable effectively.
The safeguarding arrangements at the school are deemed effective. However, the school must improve its evaluation processes to identify priority areas and implement realistic steps for sustained improvement. There is a need for consistency in how reading support is delivered, ensuring that all pupils, especially those who have fallen behind, receive effective assistance. Additionally, teachers require further support to deliver the curriculum effectively for all pupils, including those with special educational needs. Consistent application of behavior expectations is necessary to minimize off-task behavior, and the personal development curriculum must be implemented uniformly to enhance pupils' understanding of modern British life.
