Landau Forte Academy, QEMS
Catchment Area, Reviews and Key Information

Secondary
School Guide Rating
Not Rated


Ashby Road
Tamworth
B79 8AH
01827301820
Pupils
769
Ages
11 - 16
Gender
Mixed
Type
Academy sponsor led
4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(21/3/17)
Full Report - All Reports
43%
NATIONAL AVG. 60%
5+ GCSEs grade 9-4 (standard pass or above) including English and maths
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School Description

The leadership team has maintained the good quality of education in the school since the last inspection. As executive principal, you are leading the school and its community with rigour and determination. You and your staff have an unshakeable belief in the potential of each pupil and each member of staff. You are aspirational for all, believing that every pupil can achieve well no matter what barrier they may face. You insist that every teacher focuses relentlessly on pupils’ outcomes. You give support, training and encouragement to everyone. For example, when you teach, you make sure that pupils are given encouragement and advice which is shared regularly with their parents. You also make sure that you share good practice and ideas with other teachers. Staff appreciate this, and they are following your example. Aspirations are high throughout the school. Inspectors spoke to pupils who want to become doctors, teachers, lawyers and work in the service of others. Inspectors met pupils who enthused about their arts work, for example the recent production of a Roald Dahl musical of Willy Wonka. They were full of excitement and gratitude for the opportunities you offer them. Your leadership is shared with the interim senior associate principal (ISAP) Ms Wood, who has only been with you since the beginning of March. Already she has made a very positive impact, bringing a high degree of focus and self-belief to your leadership team and staff. The ISAP has helped leaders monitor pupil outcomes carefully, focusing on progress and not predictions. This means assessment is linked clearly to where pupils are in their learning, what they are doing well and what they need to do next. Staff and pupils speak warmly of the partnership between you and the ISAP. They recognise how determined you both are to act decisively and thoughtfully, always putting pupils first. You have had some challenging times in the recent past. You and the interim review board have worked with the multi-academy trust to support staff and to plan a new structure for the leadership of the school that builds capacity for further improvement. You have taken an open and self-critical look at results for pupils in 2016. Although examination results were broadly in line with what would be expected of pupils with similar starting points, you recognise this is not as strong as it could be. For example, you know that mathematics outcomes need to improve and that high-ability boys did not do as well as they should. You have taken robust action to improve this, making changes in your leadership structure, improving the way pupils are assessed and challenging teachers to help their pupils do better. The school is orderly, calm and well managed. Pupils are encouraged to go about their day in a scholarly and academic manner, keeping their books neat and tidy, focusing on the skills they need next and responding to teachers’ comments by improving their work. Even minor aspects of school life such as not wearing coats in corridors are encouraged. You want pupils to see themselves as successful, studious individuals and pupils told inspectors they enjoy this challenge. Not all pupils respond well. Exclusions were high for vulnerable groups in 2016 but have reduced significantly this year. However, too many pupils are absent for too long, especially in pupil groups likely to be vulnerable such as those who have special educational needs and/or disabilities. You are addressing this, and there are signs that attendance is improving. In the previous inspection report, you were asked to consider three actions: You were asked to improve the way in which pupils used their teachers’ guidance to improve their learning. This has improved. Pupils’ workbooks now have many examples of pupils developing their ideas and skills. For example, in a modern foreign languages class inspectors saw vocabulary being stretched and tense verb agreement being improved. You were asked to help pupils get more involved in leadership roles. Inspectors could see how committed you are to this. Inspectors met with pupils who were eager to tell us how their work on the school council helps them feel part of the improvements in the school. The report asked you to develop your middle managers. Inspectors could see that now, for example through expanding your leadership team, you are giving more middle leaders opportunities to become more accountable. You are helping staff to become self-critical and improve standards but know that there is more to do to develop the skills of some middle leaders.

Landau Forte Academy, QEMS Catchment Area Map

This pupil heat map shows where pupils currently attending the school live.

Enter a postcode to see where you live on the map
heatmap example
Source:
All attending pupils
National School Census Data 2020
ONS
Pupil heat map key

How many pupils attending the school live in the area?

Many
Some
Few



The concentration of pupils shows likelihood of admission based on distance criteria

01785 278593

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The areas from which pupils are admitted to a school can change from year to year to reflect the number of siblings and pupils admitted under high priority admissions criteria.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

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