Erdington Academy

What Ofsted said

From the inspection on 18 April 2023

Leaders have high expectations of all pupils. They ensure that the values of excellence, dedication, tradition, integrity and ambition are central to the school's culture. They have developed a calm and orderly environment, where pupils feel safe. Pupils have access to a broad curriculum, which is ambitious for all, including pupils with special educational needs and/or disabilities (SEND). Pupils enjoy their learning. For example, in Year 7, they enjoy learning about a wide variety of myths and legends relating to the different cultures of the school. Pupils are usually respectful to one another and staff. Staff take incidents of bullying seriously. Pupils say bullying is rare. Leaders challenge discriminatory and derogatory language. Pupils say that they very rarely hear racist language, but some do hear homophobic language. Leaders are working together with pupils to eradicate this. Pupil 'anti-bullying ambassadors' are trained to support pupils in feeling safe. Pupils value 'The Erdington Edge Programme', which includes extra-curricular activities and educational visits. They are enthusiastic about the many clubs offered, such as journalism, sports, gardening, guitar and games clubs. As part of the programme, there are many opportunities for pupil leadership, and they are proud of the positive contribution they make to the community.

What the school should improve

• Despite leaders' continued efforts to create a positive environment, they have not ensured that all pupils understand that discriminatory language is not tolerated in the school community. As a result, some pupils sometimes use language that undermines the inclusive culture of the school. Leaders should take effective action to eradicate discriminatory language.
• Leaders have not ensured that all safeguarding records are kept in a way that allows leaders to make checks on the actions that are being taken as readily as they might. As a result, while leaders are taking effective action, they cannot quickly see the bigger picture for each pupil. Leaders should ensure that the recording of safeguarding concerns is coherent so that they can quickly check actions and be confident that all pupils are getting the help that they need.
• Leaders have not ensured that all teachers promote discussions effectively among pupils about what they are learning so that teachers can readily identify misconceptions. This also means that some pupils cannot talk readily to teachers and each other about their new learning. Leaders should ensure that all teachers give pupils appropriate opportunities to articulate and discuss new learning in order to make links with earlier learning and to enable teachers to swiftly identify misconceptions.

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