Tudor Grange Academy Kingshurst

What Ofsted said

From the inspection on 23 September 2025

This is a school that has improved considerably since its previous graded inspection. Pupils and staff talk positively about the improvements and are keen to see the school improve further. The improvements are evident in pupils' behaviour. Most apply themselves to their learning. Behaviour in lessons has strengthened, with fewer disruptions, because the school's expectations are clear. However, some pupils behave inappropriately at social times. Some are overly physical with each other or use inappropriate language. Sometimes staff do not challenge this. Despite the positive changes to the curriculum and how it is delivered, many pupils still have gaps in their knowledge from previous years. This has contributed to some Year 11 pupils not achieving well in key qualifications. Outcomes are improving, but not securely for all groups of pupils. Pupils with special educational needs and/or disabilities (SEND) feel well supported by staff and praise the way they belong to a 'SEND family' at the school. Students in the sixth form also value the ways in which they are supported and encouraged. There is an impressive range of clubs for pupils to choose from, including for sports, cooking and a tabletop role-playing game. Pupils are excited by the trips on offer, for example the Year 7 trip to London.

What the school should improve

• The school has not identified the gaps in key knowledge that pupils may have due to disrupted learning in the past. As a result, some pupils lack the secure foundations needed to build their current and future learning. The school should ensure that staff are able to identify and address effectively any key gaps in pupils' prior knowledge.
• Some staff do not check pupils' understanding effectively during lessons. As a result, misconceptions go unnoticed, learning is not always adapted and some pupils are not challenged to deepen their learning when they are ready. The school should ensure that staff have the knowledge and skills to assess pupils' learning 'in the moment' and adapt their teaching appropriately.
• There is not a shared understanding of what behaviour at social and transition times should look like. Some pupils behave inappropriately and do not think about the impact of their actions on other pupils. Staff respond to such behaviour in different ways. The school should ensure that everyone understands what is and is not acceptable behaviour at these times, and that staff are able to support these expectations consistently.
• Outcomes at the end of key stage 4 are not improving quickly enough. Some pupils do not achieve the qualifications that they will need in the future. The school should ensure that its improvement work has significant impact on how well pupils achieve.

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