The Phoenix Collegiate

The Phoenix Collegiate demonstrates good overall effectiveness, marked by a strong sense of community among students and staff. Pupils appreciate their education and feel safe, with behavior being a particular strength of the school. The school's curriculum is ambitious and has been developed carefully, enabling students to make good progress and build on their prior knowledge. Despite some challenges, such as the limited uptake of modern foreign languages, staff are committed to addressing these issues and providing targeted support for disadvantaged pupils and those with special educational needs.

Strengths

• Pupils feel safe and valued within a supportive community.
• Staff effectively address and manage pupil behavior.
• Teachers possess strong subject knowledge and maintain high expectations.
• The curriculum is ambitious and well-structured, helping pupils remember important knowledge.
• The school provides effective support for disadvantaged pupils.

Areas for Improvement

• Some pupils in the specialist provision do not consistently behave well upon return to the main school.
• Too few pupils study modern foreign languages, limiting the uptake of the English Baccalaureate.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at The Phoenix Collegiate attended 90.7% of sessions (the national figure for secondary schools was 91.6%). 25.8% of pupils were persistently absent, missing at least one session in ten (nationally 23.4%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 9.0% of pupils at The Phoenix Collegiate were suspended at least once (nationally 7.3%). 5 pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 The Phoenix Collegiate had 14.3 pupils for each teacher (the national figure for secondary schools was 16.7). Of its teachers in 2024–25, 12.1% were no longer at the school a year later (nationally 14.1%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 13.3% of pupils at The Phoenix Collegiate were on SEN support (nationally 14.1%) and 2.3% had an education, health and care (EHC) plan (nationally 3.5%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded secondary schools. Counts are as published, with small numbers not hidden.

In 2025–26 The Phoenix Collegiate received £7,691 and spent £9,402 for each of its 1,774 pupils. It ended the year with reserves of £2,955,000 (£1,666 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

• Primary Schools
• Secondary Schools

All schools in West Bromwich · Sandwell local authority: places and applications

What is The Phoenix Collegiate's Ofsted rating?

The latest Ofsted rating for The Phoenix Collegiate is Good, from an inspection in March 2023.

When was The Phoenix Collegiate last inspected by Ofsted?

The Phoenix Collegiate was last inspected in March 2023.

How many pupils does The Phoenix Collegiate have?

The Phoenix Collegiate has 1,770 pupils on roll.

What age range does The Phoenix Collegiate cover?

The Phoenix Collegiate for pupils aged 11 to 18.

What are The Phoenix Collegiate's GCSE results?

In 2026 its average Attainment 8 score was 38.9, and 27% of pupils achieved grade 5 or above in both English and maths GCSE.

Where is The Phoenix Collegiate?

The Phoenix Collegiate is at Clarkes Lane, West Bromwich, West Midlands, B71 2BX.