Bloxwich Academy

What Ofsted said

From the inspection on 10 February 2026

Pupils are at the heart of the decisions which are made at Bloxwich Academy. In the primary phase, pupils benefit from high-quality provision. They feel happy, safe and enjoy their learning, achieving well. Pupils behave well and have highly positive relationships with adults. The early years setting is a real strength of the school. Here, children get off to a flying start thanks to the consistent, highly effective provision. In the secondary phase, pupils are now benefiting from increasing consistency after a period of turbulence. Pupils typically behave well as there is now clarity around expectations and support in place for those who need it. Should bullying occur, it is dealt with swiftly and appropriately. Pupils have noticed the improvements in this part of the school and report that they are now much happier. However, they still experience some inconsistencies, including in how the curriculum is taught. Due to historic upheaval in the secondary phase, pupils have not achieved as well as they should have in the past. There are some signs of improvement, but further work is to be done to ensure that pupils consistently secure the key learning and qualifications that they need. Leaders are ambitious for the secondary phase and all its pupils. Appropriate plans are in place to continue to develop this provision, but these plans need more time to embed. Leaders have placed the needs of pupils, who face barriers to their learning or wellbeing, at the heart of the school's provision in both the primary and secondary phases. Well-trained adults support pupils. However, pupils need to attend school more regularly, especially in the secondary phase. Leaders continue to work with parents and carers to reduce barriers to attendance for pupils, Across the school, pupils benefit from a wide range of opportunities beyond the academic, including leadership positions, trips and clubs. Pupils take advantage of these opportunities across the school, including an increasing number in the secondary phase.

What the school should improve

• Leaders should continue to identify and close legacy gaps in the knowledge of pupils in the secondary phase, including some foundational knowledge, so that pupils benefit more from improvements to the curriculum and teaching and achieve all that they should.
• Leaders should ensure that they embed attendance strategies to support pupils to attend more regularly, especially for pupils in the secondary phase and particularly for pupils with special educational needs and/or disabilities.
• Leaders should ensure that staff in the secondary phases take into account pupils’ starting points, when designing learning tasks, and consistently check pupils’ understanding of the key knowledge that they need to learn, so that this information can be used to adapt future learning tasks.
• Leaders, including trustees, should continue to check the progress and impact of agreed strategies to improve the secondary provision so that recent improvements are sustained and built upon.

Read the full Ofsted report (opens in a new tab)