Tenbury High Ormiston Academy

What Ofsted said

From the inspection on 8 May 2024

Tenbury High Ormiston Academy is an inclusive school at the heart of its community. Relationships between staff and pupils are warm. Leaders and staff want the best for all their pupils and convey this through their positive interactions, both around the school and in lessons. Pupils respond by treating each other well and aiming high. Leaders, staff and pupils are all rightly proud of their school and of all the improvements that they have made together over the past few terms. Across the school, behaviour is calm and pleasant. Pupils move around sensibly, following the one-way system and being aware of each other. They co-operate with the rules, for example handing in their phones for the day so they can concentrate on school. In lessons, pupils focus on their work and are interested and engaged. The school's ambition for its pupils is evident throughout its work. Pupils, including those with special educational needs and/or disabilities (SEND), learn well in lessons. All have the opportunity to take part in a variety of interesting activities, including archery, basketball and role play. The school is highly successful in ensuring that pupils secure further education, training or work at the end of Year 11.

What the school should improve

• In a few subjects, the precise knowledge that pupils need to learn is not fully defined in curriculum planning. As a result, teachers are not always as clear as they might be about what they need to teach and when, to ensure that pupils are successful. The school should refine curriculum planning where needed so that it clearly defines the most important knowledge that pupils need to know and ensure that teachers are confident in delivering what is intended.
• The school's analysis of attendance information does not include patterns and trends, for example related to days of the week or year groups. This limits leaders' ability to target their actions precisely. The school should refine their analysis so that they can ensure that pupils, including those who have small amounts of sporadic non-attendance, are given the right support and challenge to attend well.
• Leaders ensure that pupils have a broad range of opportunities during their time at the school. However, some pupils do not have as broad an experience as they might of places that are different to their local community. The school should consider how this aspect of its work could be extended in order to further broaden pupils' cultural development.

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