Jewellery Quarter Academy

What Ofsted said

From the inspection on 26 November 2024

For some pupils, Jewellery Quarter Academy has not been a place where they thrive. Pupils recognise the recent improvements in the school's work to celebrate positive behaviour. Some also said that there is an improving environment in which to learn. However, staff do not take a consistent approach when implementing the school's behaviour policy. Some pupils' behaviour can still be disruptive. Most pupils conduct themselves well around the school. They are polite to staff and visitors. Pupils said that they feel safe. They know who to talk to about any concerns that they may have. However, some pupils are not certain that staff will address their concerns effectively. The school's expectations of pupils' academic success are not high enough. Weaknesses in the design and delivery of the curriculum mean that many pupils do not achieve well. They are ill-prepared for the next steps in their education, employment or training. Pupils can recall some of what they learn in their personal, social, health and economic (PSHE) education programme, such as consent and county lines. The school offers many enrichment activities, including mentoring, chess, ukulele and the Duke of Edinburgh's award scheme. Pupils really appreciate these wider opportunities.

What the school should improve

• The school's curriculum, in many subjects, is at the early stages of design and delivery. This work has not made a difference to pupils' achievement. This is particularly the case for disadvantaged pupils. The school must ensure that the revised curriculum is implemented effectively so that pupils learn all that they should in readiness for their next steps.
• Teachers do not use assessment strategies well enough to identify the gaps that many pupils have in their previous learning. There are not enough checks to ensure that pupils write and record with accuracy. The school must ensure that sufficient checks are made so that gaps in pupils' learning, including in writing, are identified and addressed to enable pupils to progress well through the curriculum.
• The school has not ensured that staff understand pupils' learning needs well enough. It has not made sure that staff have the expertise that they need to adapt the delivery of the curriculum to help pupils, including disadvantaged pupils and pupils with SEND, to access learning. As a result, these pupils do not achieve well. Some are unable to read at a level appropriate to their age. The school should ensure that pupils' needs are identified accurately, and that staff are well equipped to support these pupils to read fluently, access an ambitious curriculum and learn all that they should.
• The school's behaviour systems are in the early stages of implementation and are not fully established. As a result, there is an inconsistent approach from staff when establishing high expectations for pupils' behaviour. At times, this leads to some pupils not behaving as they should. This disrupts the learning of others. The school should ensure that all staff implement the behaviour policy effectively, so that any incidents of poor behaviour are dealt with consistently well.

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