“Students first: raising standards and transforming lives”
Chief Executive: Martyn Oliver
Chief Executive Principal: Julie Slater
Executive Principal: Philip Smith
Principal: Andrew Downing
Number on roll: 1000
Annual admission number: 240
Outwood Academy City became part of Outwood Grange Academies Trust, nationally recognised as one of the top performing multi-academy trusts, in January 2014. The trust is committed to raising standards and transforming lives through a relentless focus on quality in the classroom which puts students first.
Since January 2014 the academy has delivered successful outcomes for students and continued, year on year, to improve results and therefore the life chances of the individuals – prior to conversion only 43% of students left the school with the national benchmark, in 2018 over 68% of students passed both the new GCSEs in English and Mathematics.
At Outwood Academy City a significant amount of thought has gone into creating an innovative and knowledge-rich curriculum which enables any student within our academy to fulfil their potential and develop the all-important skills and qualities, which will serve them later in life. We fully support the entitlement that students have to study the group of qualifications known as English Baccalaureate (EBacc). As part of our core values we offer the opportunity for additional English and Mathematics for those who need it. We do this in the full knowledge that further and higher education, as well as many employment opportunities such as apprenticeships, requires students to attain good levels of literacy and numeracy.
Outwood Academy City is a community where students and staff work together to create an amazing learning environment which is positive, challenging and rewarding in equal measure. We are proud of the quality offered within our classrooms where the high expectations of teachers lead to pupils achieving well.
In February 2019, Ofsted judged the academy to be ‘Good with Outstanding Leadership’. Inspectors noted that, “pupils work well together and are happy and confident to learn from each other. They share ideas and, in some instances, teach each other new ideas or concepts. For example, pupils check each other’s work, offer supportive advice and guidance and, as a result, they consolidate learning collaboratively and supportively.
“They take into account pupils’ barriers and issues and, consequently, provide high-quality wraparound care and support.
“Teachers’ positive relationships with pupils are enabling the vast majority of them to make gains in their learning and progress. Pupils quickly respond to teachers’ expectations and instructions. The positive relationships evident are strongly contributing to pupils’ progress and their resilience when learning from their mistakes.
“Leadership at all levels, including governance and support and guidance from the trust, is truly outstanding at Outwood Academy City”.